1249832
Allgemein
1
apa
50
creator
asc
1
306
https://hrkll.ch/WordPress/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%225PFPXTP4%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Adjiage%20and%20Pluvinage%22%2C%22parsedDate%22%3A%222008%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EAdjiage%2C%20R.%2C%20%26amp%3B%20Pluvinage%2C%20F.%20%282008%29.%20A%20numerical%20landscape.%20In%20C.%20L.%20Petroselli%20%28Ed.%29%2C%20%3Ci%3EScience%20Education%20Issues%20and%20Developments%3C%5C%2Fi%3E%20%28pp.%205%26%23x2013%3B57%29.%20New-York%3A%20Nova%20publishers.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22A%20numerical%20landscape%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Calvin%20L.%22%2C%22lastName%22%3A%22Petroselli%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Robert%22%2C%22lastName%22%3A%22Adjiage%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Fran%5Cu00e7ois%22%2C%22lastName%22%3A%22Pluvinage%22%7D%5D%2C%22abstractNote%22%3A%22Damit%20man%20Mathematik%20in%20irgendeiner%20Form%20betreiben%20kann%2C%20braucht%20es%20ein%20Gef%5Cu00fchl%20f%5Cu00fcr%20Zahlen.%20Allerdings%2C%20die%20%5Cu00fcblichen%20Forderungen%2C%20dass%20man%20die%20reellen%20Zahlen%20kennen%20soll%2C%20sind%20unrealistisch.%20Diese%20habe%20Eigenschaften%2C%20die%20ziemlich%20komplex%20sind.%20Schlagen%20vier%20Kompetenzstufen%20im%20Umgang%20mit%20Zahlen%20vor%3A%201.%20Numeracy%20%28ganze%20Zahlen%2C%20Dezimalzahlen%2C%20vier%20Grundrechenarten%29%202.%20Rationacy%20%28Br%5Cu00fcche%20und%20Verh%5Cu00e4ltnisse%29%203.%20Algebracy%20%28%5C%22rechnen%20mit%20Buchstaben%5C%22%29%204.%20Functionary%20%28Funktionen%29%22%2C%22bookTitle%22%3A%22Science%20Education%20Issues%20and%20Developments%22%2C%22date%22%3A%222008%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22JRXSFS5F%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Baruk%22%2C%22parsedDate%22%3A%222004%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBaruk%2C%20S.%20%282004%29.%20%3Ci%3ESi%207%20%3D%200.%20Quelles%20math%26%23xE9%3Bmatiques%20pour%20l%26%23x2019%3B%26%23xE9%3Bcole%3F%3C%5C%2Fi%3E%20Paris%3A%20Odile%20Jacob.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Si%207%20%3D%200.%20Quelles%20math%5Cu00e9matiques%20pour%20l%27%5Cu00e9cole%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Stella%22%2C%22lastName%22%3A%22Baruk%22%7D%5D%2C%22abstractNote%22%3A%22Eine%20Analyse%20der%20Probleme%20im%20modernen%20Mathematikunterricht%20in%20der%20Schule.%20%5C%22Le%20syst%5Cu00e8me%20%5Cu00e9limine%20des%20enfants%20au%20lieu%20d%27%5Cu00e9liminer%20ce%20qui%20les%20empoisonne%5C%22%20%28S.%20306%29%22%2C%22date%22%3A%222004%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22APA3KIIK%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Blum%22%2C%22parsedDate%22%3A%222007%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBlum%2C%20W.%20%282007%29.%20Mathematisches%20Modelliere%26%23xA0%3B%20%26%23x2013%3B%20zu%20schwer%20f%26%23xFC%3Br%20Sch%26%23xFC%3Bler%20und%20Lehrer%3F%20In%20%3Ci%3EBeitr%26%23xE4%3Bge%20zum%20Mathematikunterricht%202007.%20Vortr%26%23xE4%3Bge%20auf%20der%2041.%20Tagung%20f%26%23xFC%3Br%20Didaktik%20der%20Mathematik%20vom%2026.%203.%20bis%2030.%203.%202007%20in%20Berlin%3C%5C%2Fi%3E%20%28pp.%203%26%23x2013%3B12%29.%20Hildesheim%3A%20franzbecker.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Mathematisches%20Modelliere%20%20%5Cu2013%20zu%20schwer%20f%5Cu00fcr%20Sch%5Cu00fcler%20und%20Lehrer%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Werner%22%2C%22lastName%22%3A%22Blum%22%7D%5D%2C%22abstractNote%22%3A%22Gute%20Zusammenstellung%20des%20aktuellen%20Forschungsstandes.%20Um%20Modellieren%20zu%20f%5Cu00f6rdern%20und%20lehren%20muss%20man%20im%20Prinzip%20einfach%20das%20machen%2C%20was%20sowieso%20f%5Cu00fcr%20guten%20Mathematikunterricht%20gelten%20w%5Cu00fcrde.%20%5Cu2022%5CtImmer%20wieder%20Modellierungsaufgaben%20stellen.%20%5Cu2022%5CtExplizit%20die%20n%5Cu00f6tigen%20Techniken%20thematisieren%20und%20%5Cu00fcben.%20%5Cu2022%5CtCoachen%20und%20nicht%20vermitteln.%22%2C%22bookTitle%22%3A%22Beitr%5Cu00e4ge%20zum%20Mathematikunterricht%202007.%20Vortr%5Cu00e4ge%20auf%20der%2041.%20Tagung%20f%5Cu00fcr%20Didaktik%20der%20Mathematik%20vom%2026.%203.%20bis%2030.%203.%202007%20in%20Berlin%22%2C%22date%22%3A%222007%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22P8MTXAPH%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Cobb%20and%20McClain%22%2C%22parsedDate%22%3A%222006%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECobb%2C%20P.%2C%20%26amp%3B%20McClain%2C%20K.%20%282006%29.%20Guiding%20Inquiry-Based%20Math%20Learning.%20In%20R.%20K.%20Sawyer%20%28Ed.%29%2C%20%3Ci%3EThe%20Cambridge%20Handbook%20of%20Learning%20Sciences%3C%5C%2Fi%3E%20%28pp.%20171%26%23x2013%3B185%29.%20Cambridge%2C%20MA%3A%20Cambridge%20University%20Press.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Guiding%20Inquiry-Based%20Math%20Learning%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22R.%20Keith%22%2C%22lastName%22%3A%22Sawyer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Paul%22%2C%22lastName%22%3A%22Cobb%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kay%22%2C%22lastName%22%3A%22McClain%22%7D%5D%2C%22abstractNote%22%3A%22Sch%5Cu00f6nes%20Beispiel%2C%20wie%20man%20Lernende%20dazu%20bringt%2C%20nicht%20einfach%20blind%20Mittelwerte%20zu%20rechnen%2C%20sondern%20%5Cu00fcber%20Daten%20nachzudenken.%22%2C%22bookTitle%22%3A%22The%20Cambridge%20Handbook%20of%20Learning%20Sciences%22%2C%22date%22%3A%222006%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%224SSK6A32%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Devlin%22%2C%22parsedDate%22%3A%222012%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EDevlin%2C%20K.%20%282012%29.%20The%20Symbol%20Barrier%20of%20Mathematics%20Learning.%20In%20M.%20Bockarova%2C%20M.%20Danesi%2C%20%26amp%3B%20R.%20N%26%23xFA%3B%26%23xF1%3Bez%20%28Eds.%29%2C%20%3Ci%3ESemiotic%20and%20Cognitive%20Science%20Essasy%20on%20the%20Nature%20of%20Mathematics%3C%5C%2Fi%3E%20%28pp.%207%26%23x2013%3B16%29.%20M%26%23xFC%3Bnchen%3A%20LINCOM.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22The%20Symbol%20Barrier%20of%20Mathematics%20Learning%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Mariana%22%2C%22lastName%22%3A%22Bockarova%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Marcel%22%2C%22lastName%22%3A%22Danesi%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Rafael%22%2C%22lastName%22%3A%22N%5Cu00fa%5Cu00f1ez%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Keith%22%2C%22lastName%22%3A%22Devlin%22%7D%5D%2C%22abstractNote%22%3A%22Geht%20davon%20aus%2C%20dass%20%5C%22Mathematik%20machen%5C%22%20im%20Kopf%20stattfindet%20wie%20%5C%22Musik%20machen%5C%22.%20Und%20wie%20die%20niedergeschriebenen%20Musiknoten%20sind%20die%20niedergeschrieben%20Formeln%20nicht%20anderes%2C%20als%20eine%20statische%20Zusammenfassung%20eines%20dynamischen%20Denkprozesses%20auf%20einer%20flachen%20Oberfl%5Cu00e4che.%20Komplexe%20Mathematik%20kann%20man%20kaum%20ohne%20dieses%20Hilfsmittel%20betreiben.%20Alltagsmathematik%20aber%20schon%2C%20wie%20viele%20Beispiele%20von%20Leuten%20zeigen%2C%20die%20im%20beruflichen%20oder%20privaten%20Alltag%20zum%20Teil%20anspruchsvolle%20mathematische%20%5Cu00dcberlegungen%20%5C%22im%20Kopf%5C%22%20anstellen.%20Um%20Alltagsmathematik%20zu%20lernen%5C%2Flehren%20muss%20man%20daher%20nicht%20zwingend%20%5Cu00fcber%20Formeln%20etc.%20gehen%20%28genauso%20wenig%2C%20wie%20man%20Noten%20lesen%20k%5Cu00f6nnen%20muss%2C%20um%20Musik%20zu%20betreiben%29.%20Es%20w%5Cu00e4re%20daher%20sinnvoll%2C%20man%20w%5Cu00fcrde%20Weg%20entwickeln%2C%20wie%20man%20all%20denen%2C%20die%20nie%20komplexe%20Mathematik%20brauchen%20werden%2C%20einen%20Zugang%20zur%20Alltagsmathematik%20erm%5Cu00f6glichen%20kann%2C%20ohne%20%5Cu00fcber%20symbolische%20Notationen%20zu%20gehen.%22%2C%22bookTitle%22%3A%22Semiotic%20and%20Cognitive%20Science%20Essasy%20on%20the%20Nature%20of%20Mathematics%22%2C%22date%22%3A%222012%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%2C%22T5388946%22%5D%2C%22dateModified%22%3A%222013-05-29T16%3A55%3A47Z%22%7D%7D%2C%7B%22key%22%3A%22M2FR2XJF%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Douek%22%2C%22parsedDate%22%3A%222011%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EDouek%2C%20N.%20%282011%29.%20Complementing%20and%20Integrating%20Theoretical%20Tools%3A%20A%20Case%20Study%20Concerning%20Poor%20Learners.%20Presented%20at%20the%20Creme%207.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22Complementing%20and%20Integrating%20Theoretical%20Tools%3A%20A%20Case%20Study%20Concerning%20Poor%20Learners%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nadia%22%2C%22lastName%22%3A%22Douek%22%7D%5D%2C%22abstractNote%22%3A%22Einbezug%20schwacher%20Lernender%20in%20einen%20didaktischen%20Ablauf%2C%20anhand%20eines%20Beispiels%20dokumentiert%3A%20Mit%20der%20ganzen%20Klasse%3A%201%29%20Aufgaben%20stellen%20im%20Erfahrungsbereich%20der%20Lernenden%2C%202%29%20diese%20in%20Gruppen%20L%5Cu00f6sen%20lassen%2C%203%29%20L%5Cu00f6sungen%20in%20der%20Klasse%20diskutieren%2C%204%29%20Aufgaben%20anhand%20des%20Besprochenen%20nochmals%20bearbeiten%20lassen.%20Unterst%5Cu00fctzung%20der%20Schwachen%3A%20Separate%20Arbeit%20mit%20ihnen%20w%5Cu00e4hrend%20der%20Phase%202.%22%2C%22date%22%3A%222011%22%2C%22proceedingsTitle%22%3A%22%22%2C%22conferenceName%22%3A%22Creme%207%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222019-06-13T14%3A26%3A45Z%22%7D%7D%2C%7B%22key%22%3A%228S69PUKT%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Hatch%22%2C%22parsedDate%22%3A%221999%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EHatch%2C%20G.%20%281999%29.%20Maximizing%20Energy%20in%20the%20Learnigs%20of%20Mathematics.%20In%20C.%20Hoyles%2C%20C.%20Morgan%2C%20%26amp%3B%20G.%20Woodhouse%20%28Eds.%29%2C%20%3Ci%3ERethinking%20the%20Mathematics%20Curriculum%3C%5C%2Fi%3E%20%28pp.%20104%26%23x2013%3B117%29.%20London%3A%20Falmer%20Press.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Maximizing%20Energy%20in%20the%20Learnigs%20of%20Mathematics%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Celia%22%2C%22lastName%22%3A%22Hoyles%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Candia%22%2C%22lastName%22%3A%22Morgan%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Geoffrey%22%2C%22lastName%22%3A%22Woodhouse%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gillian%22%2C%22lastName%22%3A%22Hatch%22%7D%5D%2C%22abstractNote%22%3A%22Ein%20paar%20gute%20Listen%2C%20was%20im%20Mathematikunterricht%20falsch%20laufen%20kann%20und%20wie%20es%20besser%20gehen%20k%5Cu00f6nnte%3A%201.%20Was%20oft%20fehlt%3A%20-%20%27pace%27%3A%20Ein%20gutes%20Tempo%20%28nicht%20zu%20langsam%2C%20nicht%20zu%20schnell%29%2C%20welches%20die%20Lernenden%20gespannt%20durch%20den%20Unterricht%20nimmt%20-%20Know-how%3A%20Nicht%20einfach%20memorisierte%20Routinen%2C%20sondern%20%5C%22wissen%5C%22%20wie%20-%20Erforschen%2C%20Vermuten%2C%20Testen%20-%20K%5Cu00e4mpfen%3A%20Es%20geht%20nicht%20einfach%20%5C%22rein%5C%22%2C%20man%20muss%20sich%20daran%20reiben%202.%20Was%20man%20an%20Ideen%20ausrotten%20sollte%3A%20-%20%5C%22Wichtig%20ist%20die%20richtige%20Antwort%5C%22%20-%20%5C%22Lehren%20heisst%20Erkl%5Cu00e4ren%5C%22%203.%20Mathematikdidaktisches%20Ethos%20-%20Lernen%20braucht%20Zeit%20-%20Gewisse%20Dinge%20muss%20man%20fl%5Cu00fcssig%20beherrschen%2C%20sonst%20blockieren%20sie%20das%20Lernen%3B%20und%20das%20braucht%20%5Cu00dcbung%20-%20Vermuten%20%28und%20den%20Mut%20dazu%20haben%29%20-%20Know-how%20und%20nicht%20Ged%5Cu00e4chtnis%5Cu00fcbung%20-%20Entwicklung%20eines%20internen%20Monitors%2C%20%5Cu00fcber%20den%20sich%20die%20Lernenden%20beim%20Denken%20%5Cu00fcberwachen%20-%20Vertrauen%20der%20Lernenden%20in%20die%20eigene%20St%5Cu00e4rke%20entwickeln%22%2C%22bookTitle%22%3A%22Rethinking%20the%20Mathematics%20Curriculum%22%2C%22date%22%3A%221999%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22K9ERHDI7%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Hennessey%20et%20al.%22%2C%22parsedDate%22%3A%222012%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EHennessey%2C%20M.%20N.%2C%20Higley%2C%20K.%2C%20%26amp%3B%20Chesnut%2C%20S.%20R.%20%282012%29.%20Persuasive%20Pedagogy%3A%20A%20New%20Paradigm%20for%20Mathematics%20Education.%20%3Ci%3EEducational%20Psychology%20Review%3C%5C%2Fi%3E%2C%20%3Ci%3E24%3C%5C%2Fi%3E%2C%20187%26%23x2013%3B204.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Persuasive%20Pedagogy%3A%20A%20New%20Paradigm%20for%20Mathematics%20Education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Maeghan%20N.%22%2C%22lastName%22%3A%22Hennessey%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kelli%22%2C%22lastName%22%3A%22Higley%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Steven%20R.%22%2C%22lastName%22%3A%22Chesnut%22%7D%5D%2C%22abstractNote%22%3A%22Zwar%20dreschen%20die%20Autoren%20w%5Cu00e4hrend%20eines%20guten%20Teils%20auf%20%5Cu201ekonstruktivistische%20P%5Cu00e4dagogik%5Cu201c%20ein.%20Sie%20denken%20dabei%20aber%20an%20einen%20sehr%20radikalen%20Konstruktivismus%2C%20der%20nach%20ihrer%20Wahrnehmung%20verlangt%2C%20dass%20sich%20die%20Lehrenden%20nicht%20ins%20Lernen%20einmischen.%20Sie%20wollen%20sich%20%5Bauf%20eine%20gem%5Cu00e4ssigt%20konstruktivistische%20Art%5D%20eimischen%2C%20damit%20die%20Lernenden%20keine%20Fehlvorstellungen%20entwickeln.%20Ihre%20Vorstellung%3A%20Beim%20Lernen%20wird%20nicht%20einfach%20Information%20%5Cu00fcbertragen%2C%20sondern%20es%20geht%20darum%2C%20dass%20Lernende%20und%20Lehrende%20zu%20einem%20gemeinsamen%20Verst%5Cu00e4ndnis%20kommen.%20Wichtig%20ist%20dabei%2C%20dass%20beide%20Seiten%20sich%20einig%20sind%2C%20dass%20es%20oft%20nicht%20einfach%20die%20richtige%20L%5Cu00f6sung%20gibt%20und%20dass%20es%20wertvoll%20ist%2C%20unterschiedliche%20Perspektiven%20zu%20diskutieren.%20Ausgangspunkt%20m%5Cu00fcssen%20die%20Vorstellungen%20und%20%5Cu00dcberzeugungen%20der%20Lernenden%20sein.%20Die%20Lehrenden%20treten%20dann%20in%20den%20Prozess%20ein%2C%20in%20dem%20es%20darum%20geht%2C%20den%20Lernenden%20zu%20helfen%2C%20zu%20sehen%2C%20welche%20Aspekte%20ihrer%20Vorstellungen%20richtig%20sind%20und%20welche%20falsch.%22%2C%22date%22%3A%222012%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-02-04T16%3A40%3A03Z%22%7D%7D%2C%7B%22key%22%3A%22N7IZHGZN%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Langpaap%22%2C%22parsedDate%22%3A%222007%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELangpaap%2C%20J.%20%282007%29.%20Erwachsene%20Nichtrechnerinnen%20bearbeiten%20Terme%20mithilfe%20von%20Rechengeschichten.%20In%20%3Ci%3EBeitr%26%23xE4%3Bge%20zum%20Mathematikunterricht%202007.%20Vortr%26%23xE4%3Bge%20auf%20der%2041.%20Tagung%20f%26%23xFC%3Br%20Didaktik%20der%20Mathematik%20vom%2026.%203.%20bis%2030.%203.%202007%20in%20Berlin%3C%5C%2Fi%3E%20%28pp.%20608%26%23x2013%3B611%29.%20Hildesheim%3A%20franzbecker.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Erwachsene%20Nichtrechnerinnen%20bearbeiten%20Terme%20mithilfe%20von%20Rechengeschichten%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jens%22%2C%22lastName%22%3A%22Langpaap%22%7D%5D%2C%22abstractNote%22%3A%22Beschreibt%20kurz%2C%20wie%20er%20in%20Einzelsitzungen%20mit%20Frauen%20arbeitet%2C%20die%20kaum%20rechnen%20k%5Cu00f6nnen.%20Ausgangspunkt%20sind%20Alltagssituationen%20der%20letzten%20Woche.%22%2C%22bookTitle%22%3A%22Beitr%5Cu00e4ge%20zum%20Mathematikunterricht%202007.%20Vortr%5Cu00e4ge%20auf%20der%2041.%20Tagung%20f%5Cu00fcr%20Didaktik%20der%20Mathematik%20vom%2026.%203.%20bis%2030.%203.%202007%20in%20Berlin%22%2C%22date%22%3A%222007%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22JFICW52T%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Langpaap%22%2C%22parsedDate%22%3A%222005%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELangpaap%2C%20J.%20%282005%29.%20F%26%23xF6%3Brderung%20rechenschwacher%20Erwachsener%20ausgehend%20von%20origin%26%23xE4%3Bren%20Alltagserfahrungen.%20In%20G.%20Graumann%20%28Ed.%29%2C%20%3Ci%3EBeitr%26%23xE4%3Bge%20zum%20Mathematikunterricht%202005.%20Vortr%26%23xE4%3Bge%20auf%20der%2039.%20Tagung%20f%26%23xFC%3Br%20Didaktik%20der%20Mathematik%20vom%2028.%202.%20bis%204.%203.%202005%20in%20Bielefeld%3C%5C%2Fi%3E%20%28pp.%20335%26%23x2013%3B340%29.%20Hildesheim%5C%2FBerlin%3A%20Franzbecker.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22F%5Cu00f6rderung%20rechenschwacher%20Erwachsener%20ausgehend%20von%20origin%5Cu00e4ren%20Alltagserfahrungen%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22G.%22%2C%22lastName%22%3A%22Graumann%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jens%22%2C%22lastName%22%3A%22Langpaap%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22bookTitle%22%3A%22Beitr%5Cu00e4ge%20zum%20Mathematikunterricht%202005.%20Vortr%5Cu00e4ge%20auf%20der%2039.%20Tagung%20f%5Cu00fcr%20Didaktik%20der%20Mathematik%20vom%2028.%202.%20bis%204.%203.%202005%20in%20Bielefeld%22%2C%22date%22%3A%222005%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22DAUWKVGT%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Leiss%20et%20al.%22%2C%22parsedDate%22%3A%222007%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELeiss%2C%20D.%2C%20Blum%2C%20W.%2C%20%26amp%3B%20Messner%2C%20R.%20%282007%29.%20Die%20F%26%23xF6%3Brderung%20selbsst%26%23xE4%3Bndigen%20Lernens%20im%20Mathematikunterricht%20-%20Problemfelder%20bei%20ko-konstruktiven%20L%26%23xF6%3Bsungprozessen.%20%3Ci%3EJournal%20F%26%23xFC%3Br%20Mathematikdidaktik%3C%5C%2Fi%3E%2C%20%3Ci%3E28%3C%5C%2Fi%3E%283%5C%2F4%29%2C%20224%26%23x2013%3B248.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Die%20F%5Cu00f6rderung%20selbsst%5Cu00e4ndigen%20Lernens%20im%20Mathematikunterricht%20-%20Problemfelder%20bei%20ko-konstruktiven%20L%5Cu00f6sungprozessen%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Dominik%22%2C%22lastName%22%3A%22Leiss%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Werner%22%2C%22lastName%22%3A%22Blum%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Rudolf%22%2C%22lastName%22%3A%22Messner%22%7D%5D%2C%22abstractNote%22%3A%22Sch%5Cu00f6ne%20Beobachtungen%20beim%20paarweise%20L%5Cu00f6sen%20der%20Aufgabe%2C%20aus%20einer%20Karte%20mit%20Massstab%201%3A90%27000%20eine%20bestimmte%2C%20kurvenreiche%20Wegstrecke%20zu%20ermitteln.%20%5C%22Die%20Annahme%20einer%20inhaltsunabh%5Cu00e4ngigen%20f%5Cu00e4cher%5Cu00fcbergreifenden%20Schl%5Cu00fcsselqualifikation%20zum%20selbst%5Cu00e4ndigen%20Lernen%20und%20Probleml%5Cu00f6sen%20hat%20sich%20...%20als%20p%5Cu00e4dagogischer%20Mythos%20erwiesen%5C%22.%20Es%20ist%20%5C%22deutlich%20geworden%2C%20dass%20inhaltsbezogene%20F%5Cu00e4higkeiten%20zum%20selbst%5Cu00e4ndigen%20Arbeiten%20und%20Probleml%5Cu00f6sen%20wesentlich%20durch%20die%20Auseinandersetzung%20mit%20anspruchsvollen%20dom%5Cu00e4nenspezifischen%20Problemstellungen%20im%20Fachunterricht%20erworben%20werden%20m%5Cu00fcssen.%5C%22%20%28S.%20225%29%22%2C%22date%22%3A%222007%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22MHXGAXST%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Leuders%20and%20Lars%22%2C%22parsedDate%22%3A%222011%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELeuders%2C%20T.%2C%20%26amp%3B%20Lars%2C%20H.%20%282011%29.%20Kognitive%20Aktivierung%20im%20Mathematikunterricht.%20%3Ci%3EUnterrichtswissenschaft%2C%20Zeitschrift%20F%26%23xFC%3Br%20Lernforschung%3C%5C%2Fi%3E%2C%20%3Ci%3E39%3C%5C%2Fi%3E%283%29%2C%20213%26%23x2013%3B230.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Kognitive%20Aktivierung%20im%20Mathematikunterricht%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Timo%22%2C%22lastName%22%3A%22Leuders%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Holz%5Cu00e4pfel.%22%2C%22lastName%22%3A%22Lars%22%7D%5D%2C%22abstractNote%22%3A%22Stellt%20v%5Cu00f6llig%20zu%20recht%20fest%2C%20dass%20wenn%20man%20%5C%22aktiviert%5C%22%2C%20man%20sich%20fragen%20wuss%2C%20mit%20welchem%20Ziel%20dies%20geschehen%20soll.%20Bietet%20eine%20Sammlung%20von%20in%20der%20Mathematikdidaktik%20diskutierten%20Lehrarrangements%2C%20die%20alle%20irggendwie%20aktivieren%20und%20dabei%20unterschiedliche%20Ziele%20erreichen.%22%2C%22date%22%3A%222011%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22XY9WSKJU%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Pearse%22%2C%22parsedDate%22%3A%222017%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPearse%2C%20M.%20%282017%29.%20What%20Would%20Happen%20If%20Students%20Assigned%20Their%20Own%20Math%20Homework%3F%20%3Ci%3EEdutopia%3C%5C%2Fi%3E%2C%20%3Ci%3EVolume%7C%3C%5C%2Fi%3E.%20Retrieved%20from%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27https%3A%5C%2F%5C%2Fwww.edutopia.org%5C%2Fblog%5C%2Fwhat-would-happen-if-students-assigned-their-own-math-homework-margie-pearse%27%3Ehttps%3A%5C%2F%5C%2Fwww.edutopia.org%5C%2Fblog%5C%2Fwhat-would-happen-if-students-assigned-their-own-math-homework-margie-pearse%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22What%20Would%20Happen%20If%20Students%20Assigned%20Their%20Own%20Math%20Homework%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Margie%22%2C%22lastName%22%3A%22Pearse%22%7D%5D%2C%22abstractNote%22%3A%22Geht%20von%20der%20Frage%20aus%2C%20wie%20sinnvoll%20es%20ist%2C%20als%20Hausaufgaben%20nochmals%20zwanzig%20Probleme%20der%20Art%20zu%20l%5Cu00f6sen%2C%20wie%20man%20sie%20vorher%20in%20der%20Schule%20behandelt%20hat.%20F%5Cu00fcr%20Lernende%2C%20welche%20die%20Darstellung%20in%20der%20Schule%20nicht%20verstanden%20haben%2C%20ist%20der%20Effekt%20nur%20negativ.%20Sie%20starten%20in%20eine%20Abw%5Cu00e4rtsspirale%20mit%20dem%20Gef%5Cu00fchl%2C%20dass%20sie%20Mathematik%20nie%20verstehen%20werden.%20Schl%5Cu00e4gt%20dann%20vor%2C%20die%20Lernenden%20selbst%20Hausaufgaben%20w%5Cu00e4hlen%20zu%20lassen%20und%20gibt%20kurze%20Anleitungen%20zu%20zwei%20verschiedenen%20Zug%5Cu00e4ngen%3A%201%29%20Wo%20habe%20ich%20Schwierigkeiten%20und%20m%5Cu00f6chte%20etwas%20dazulernen%3F%202%29%20Was%20finde%20ich%20spannend%20und%20m%5Cu00f6chte%20mehr%20dazu%20erfahren%3F%22%2C%22date%22%3A%222017%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.edutopia.org%5C%2Fblog%5C%2Fwhat-would-happen-if-students-assigned-their-own-math-homework-margie-pearse%22%2C%22collections%22%3A%5B%22I29DVU3S%22%5D%2C%22dateModified%22%3A%222018-01-30T15%3A32%3A26Z%22%7D%7D%2C%7B%22key%22%3A%22H5PVU433%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Prediger%22%2C%22parsedDate%22%3A%222010%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPrediger%2C%20S.%20%282010%29.%20%26%23xDC%3Bber%20das%20Verh%26%23xE4%3Bltnis%20von%20Theorie%20und%20wissenschaftlichen%20Praktiken%20-%20am%20Beispiel%20von%20Schwierigkeiten%20mit%20Textaufgaben.%20%3Ci%3EJournal%20F%26%23xFC%3Br%20Mathematik-Didaktik%3C%5C%2Fi%3E%2C%20%3Ci%3E31%3C%5C%2Fi%3E%282%29%2C%20167%26%23x2013%3B195.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22%5Cu00dcber%20das%20Verh%5Cu00e4ltnis%20von%20Theorie%20und%20wissenschaftlichen%20Praktiken%20-%20am%20Beispiel%20von%20Schwierigkeiten%20mit%20Textaufgaben%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Susanne%22%2C%22lastName%22%3A%22Prediger%22%7D%5D%2C%22abstractNote%22%3A%22Illustriert%20anhand%20verschiedener%20Erkl%5Cu00e4rungsans%5Cu00e4tzen%20f%5Cu00fcr%20das%20%5C%22Bus%20Problem%5C%22%20%281128%20Sch%5Cu00fcler%2C%20pro%20Bus%2036%2C%20wie%20viele%20Busse%20braucht%20es%3F%2031.333%29%2C%20wie%20der%20theoretische%20Hintergrund%20die%20Fragen%20und%20Antworten%20pr%5Cu00e4gt.%20Erw%5Cu00e4hnte%20theoretische%20Zug%5Cu00e4nge%3A%201%29%20Fehlende%20Lesekompetenz%202%29%20Fehlende%20Aktivierung%20von%20Grundvorstellungen%20als%20bereichsspezifisches%20kognitives%20Defizit%203%29%20%5C%22Validierung%5C%22%20und%20%5C%22Situationsmodell%20Erstellen%5C%22%20als%20gegenstands%5Cu00fcbergreifende%20fehlende%20kognitive%20Aktivit%5Cu00e4t%20im%20Modellierungszyklus%204%29%20Zu%20wenig%20%5Cu00dcbung%20mit%20solchen%20Aufgaben%205%29%20Antrainierte%20Ausblendung%20realistischer%20%5Cu00dcberlegungen%206%29%20Normen%20bez%5Cu00fcglich%20schulisch%20richtiges%20Verhalten%207%29%20Unsicherheit%20%5Cu00fcber%20den%20Kontext%20%28die%20geltenden%20Normen%29%20Abgesehen%20von%201%29%2C%202%29%20und%204%29%20schlagen%20die%20Erkl%5Cu00e4rungen%20in%20dieselbe%20Kerbe%3B%20nur%20setzen%20sie%20bei%20m%5Cu00f6glichen%20Interventionen%20wo%20anders%20an.%20Ihre%20Schlussfolgerung%3A%20Man%20sollte%20m%5Cu00f6glichst%20viele%20Zug%5Cu00e4nge%20verbinden%2C%20um%20im%20Unterricht%20etwas%20bewegen%20zu%20k%5Cu00f6nnen.%22%2C%22date%22%3A%222010%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22KDRTCUJN%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Prediger%22%2C%22parsedDate%22%3A%222010%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPrediger%2C%20S.%20%282010%29.%20How%20to%20Develop%20Mathematics%20for%20Teaching%20and%20for%20Understanding.%20The%20Case%20of%20Meanings%20of%20the%20Equal%20Sign.%20%3Ci%3EJournal%20for%20Mathematics%20Teacher%20Education%3C%5C%2Fi%3E.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22How%20to%20Develop%20Mathematics%20for%20Teaching%20and%20for%20Understanding.%20The%20Case%20of%20Meanings%20of%20the%20Equal%20Sign%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Susanne%22%2C%22lastName%22%3A%22Prediger%22%7D%5D%2C%22abstractNote%22%3A%22Die%20Diagnose%20von%20Schwierigkeiten%20bedingt%2C%20dass%20man%20sehr%20genau%20hinschaut%2C%20wo%20die%20Probleme%20der%20Lernenden%20sein%20k%5Cu00f6nnten%20%5Cu2013%20illustriert%20an%20den%20verschiedenen%20Bedeutungen%2C%20welche%20ein%20Gleichheitszeichen%20haben%20kann%3A%201.%5CtOperation%20%5Cu2013%5Ctgleich%20Antwort%3A%2024%3A6-3%20%3D%201%202.%5CtRelation%20%5Cu2013%5CtSymmetrische%20Identit%5Cu00e4t%20%205%2B7%20%3D%207%2B5%20%5Cu2013%5CtFormale%20Gleichheit%20%28a-b%29%28a%2Bb%29%3Da%5Cu00b2-b%5Cu00b2%20%5Cu2013%5CtBedingungen%20f%5Cu00fcr%20eine%20Unbekannte%3A%20L%5Cu00f6se%20x%5Cu00b2%3D-x%2B6%20%5Cu2013%5CtKontextgebundene%20Gleichheit%3A%20%20Rechtwinkliges%20Dreieck%2C%20c%20Hypotenuse%2C%20a%5Cu00b2%2Bb%5Cu00b2%3Dc%5Cu00b2%203.%5CtDefinitionen%20m%20%3D%20%5Cu00bd%20%28a%2Bb%29%22%2C%22date%22%3A%222010%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22DDNTSEV2%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Reilly%20et%20al.%22%2C%22parsedDate%22%3A%222009%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EReilly%2C%20Y.%2C%20Parsons%2C%20J.%2C%20%26amp%3B%20Bortolot%2C%20E.%20%282009%29.%20Reciprocal%20Teaching%20in%20Mathematics.%20Presented%20at%20the%20MAV%20Annual%20Conference.%20Retrieved%20from%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27http%3A%5C%2F%5C%2Fwww.mav.vic.edu.au%5C%2Ffiles%5C%2Fconferences%5C%2F2009%5C%2F13Reilly.pdf%27%3Ehttp%3A%5C%2F%5C%2Fwww.mav.vic.edu.au%5C%2Ffiles%5C%2Fconferences%5C%2F2009%5C%2F13Reilly.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22Reciprocal%20Teaching%20in%20Mathematics%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Yvonne%22%2C%22lastName%22%3A%22Reilly%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jodie%22%2C%22lastName%22%3A%22Parsons%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Elizabeth%22%2C%22lastName%22%3A%22Bortolot%22%7D%5D%2C%22abstractNote%22%3A%22%5Cu00dcbertragen%20das%20%5C%22Reciprocal%20Teaching%5C%22%20auf%20das%20Arbeiten%20mit%20Textaufgaben.%20Ihre%20Phasen%3A%201.%20Predicting%3A%20Was%20kommt%20da%20wohl%20auf%20uns%20zu%3F%202.%20Clarifying%3A%20Was%20verstehen%20wir%20nicht%3F%20Was%20haben%20wir%20an%20Information%3F%20Welche%20Information%20m%5Cu00fcssen%20wir%20noch%20erarbeiten%3F%203.%20Solving%3A%20L%5Cu00f6sen%20der%20Aufgabe%2C%20wie%20es%20f%5Cu00fcr%20die%20Lernenden%20Sinn%20mach%204.%20Reflecting%3A%20Was%20habe%20ich%20beigetragen%3F%20Welche%20Strategie%20haben%20wir%20benutzt%20und%20wie%20k%5Cu00f6nnte%20man%20das%20vielleicht%20noch%20besser%20machen%3F%22%2C%22date%22%3A%222009%22%2C%22proceedingsTitle%22%3A%22%22%2C%22conferenceName%22%3A%22MAV%20Annual%20Conference%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.mav.vic.edu.au%5C%2Ffiles%5C%2Fconferences%5C%2F2009%5C%2F13Reilly.pdf%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-02-04T16%3A40%3A03Z%22%7D%7D%2C%7B%22key%22%3A%22DRI7EA8T%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Sch%5Cu00e4fer%22%2C%22parsedDate%22%3A%222009%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESch%26%23xE4%3Bfer%2C%20J.%20%282009%29.%20Rechenschw%26%23xE4%3Bche%20in%20der%20Eingangsklasse%20der%20Sekundarstufe%20-%20oder%3A%20Was%20abgebrannte%20Streichh%26%23xF6%3Blzer%20mit%20Mathematik%20zu%20tun%20haben.%20In%20Verband%20Dyslexie%20Schweiz%20%28Ed.%29%2C%20%3Ci%3EDyskalkulie%3B%20Ans%26%23xE4%3Btze%20zu%20Diagnostik%20und%20F%26%23xF6%3Brderung%20in%20einer%20integrativen%20Schule.%2013.%20Tagung%20des%20Verbandes%20Dyslexie%20Schweiz%3C%5C%2Fi%3E%20%28pp.%2041%26%23x2013%3B52%29.%20Z%26%23xFC%3Brich.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Rechenschw%5Cu00e4che%20in%20der%20Eingangsklasse%20der%20Sekundarstufe%20-%20oder%3A%20Was%20abgebrannte%20Streichh%5Cu00f6lzer%20mit%20Mathematik%20zu%20tun%20haben%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22Verband%20Dyslexie%20Schweiz%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jutta%22%2C%22lastName%22%3A%22Sch%5Cu00e4fer%22%7D%5D%2C%22abstractNote%22%3A%22Beim%20Arbeiten%20an%20konkreten%20Aufgaben%20wird%20in%20drei%20Sprachen%20gesprochen%3A%20%5Cu2022%5Ctkonkrete%20Problemstellung%20%5Cu2022%5Ctquantitative%20mathematische%20Modellierung%20%5Cu2022%5Ctmathematische%20Symbolisierung%20Diese%20drei%20Sprachen%20m%5Cu00fcssen%20koordiniert%20werden.%20%28Zwei%20sch%5Cu00f6ne%20Beispiele%29%22%2C%22bookTitle%22%3A%22Dyskalkulie%3B%20Ans%5Cu00e4tze%20zu%20Diagnostik%20und%20F%5Cu00f6rderung%20in%20einer%20integrativen%20Schule.%2013.%20Tagung%20des%20Verbandes%20Dyslexie%20Schweiz%22%2C%22date%22%3A%222009%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22MI5INKXB%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Spiegel%22%2C%22parsedDate%22%3A%221989%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESpiegel%2C%20H.%20%281989%29.%20Sokratische%20Gespr%26%23xE4%3Bche%20%26%23xFC%3Bber%20mathematische%20Themen%20mit%20Erwachsenen%20%26%23x2013%3B%20Absichten%20und%20Erfahrungen.%20%3Ci%3EMathematik%20Lehren%3C%5C%2Fi%3E%2C%20%3Ci%3E89%3C%5C%2Fi%3E%2833%29%2C%2054%26%23x2013%3B59.%20Retrieved%20from%20%3Ca%20class%3D%27zp-ItemURL%27%20href%3D%27http%3A%5C%2F%5C%2Fmath-www.uni-paderborn.de%5C%2F~hartmut%5C%2FSokratik%5C%2FSG_ue_MT_mit_Erwachsenen.pdf%27%3Ehttp%3A%5C%2F%5C%2Fmath-www.uni-paderborn.de%5C%2F~hartmut%5C%2FSokratik%5C%2FSG_ue_MT_mit_Erwachsenen.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Sokratische%20Gespr%5Cu00e4che%20%5Cu00fcber%20mathematische%20Themen%20mit%20Erwachsenen%20%5Cu2013%20Absichten%20und%20Erfahrungen%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Hartmut%22%2C%22lastName%22%3A%22Spiegel%22%7D%5D%2C%22abstractNote%22%3A%22Beschreibt%2C%20wie%20er%20Gruppen%20von%20Erwachsenen%20durch%20eine%20strukturierte%20Diskussion%20dazu%20bringt%2C%20in%20einem%20Prozess%20%285%20%2A%203%20Stunden%29%20selbst%20ein%20mathematisches%20Problem%20zu%20l%5Cu00f6sen%20und%20so%20zu%20erfahren%2C%20dass%20ihnen%20Mathematik%20Spass%20macht.%22%2C%22date%22%3A%221989%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fmath-www.uni-paderborn.de%5C%2F~hartmut%5C%2FSokratik%5C%2FSG_ue_MT_mit_Erwachsenen.pdf%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22V5DE8EFK%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Stebler%20et%20al.%22%2C%22parsedDate%22%3A%221994%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EStebler%2C%20R.%2C%20Reusser%2C%20K.%2C%20%26amp%3B%20Pauli%2C%20C.%20%281994%29.%20Interaktive%20Lehr-Lern-Umgebungen%3A%20Didaktische%20Arrangements%20im%20Dienste%20des%20gr%26%23xFC%3Bndlichen%20Verstehens.%20In%20K.%20Reusser%20%26amp%3B%20M.%20Reusser-Weyeneth%20%28Eds.%29%2C%20%3Ci%3EVerstehen.%20Psychologischer%20Prozess%20und%20didaktische%20Aufgabe%3C%5C%2Fi%3E%20%28pp.%20227%26%23x2013%3B259%29.%20Bern%3A%20Huber.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Interaktive%20Lehr-Lern-Umgebungen%3A%20Didaktische%20Arrangements%20im%20Dienste%20des%20gr%5Cu00fcndlichen%20Verstehens%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Kurt%22%2C%22lastName%22%3A%22Reusser%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Marianne%22%2C%22lastName%22%3A%22Reusser-Weyeneth%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Rita%22%2C%22lastName%22%3A%22Stebler%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kurt%22%2C%22lastName%22%3A%22Reusser%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Christine%22%2C%22lastName%22%3A%22Pauli%22%7D%5D%2C%22abstractNote%22%3A%22Toller%20%5Cu00dcbersichtsartikel%20%5Cu00fcber%20viele%20Methoden.%22%2C%22bookTitle%22%3A%22Verstehen.%20Psychologischer%20Prozess%20und%20didaktische%20Aufgabe%22%2C%22date%22%3A%221994%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22URB7F3B9%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Stern%22%2C%22parsedDate%22%3A%222003%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EStern%2C%20E.%20%282003%29.%20Lernen%20ist%20der%20m%26%23xE4%3Bchtigste%20Mechanismus%20der%20kognitiven%20Entwicklung%3A%20Der%20Erwerb%20mathematischer%20Kompetenzen.%20In%20W.%20Schneider%20%26amp%3B%20M.%20Knopf%20%28Eds.%29%2C%20%3Ci%3EEntwicklung%2C%20Lehren%20und%20Lernen%20-%20Zum%20Gedenken%20an%20Franz%20Emanuel%20Weinert%3C%5C%2Fi%3E%20%28pp.%20207%26%23x2013%3B217%29.%20G%26%23xF6%3Bttingen%3A%20Hogrefe.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Lernen%20ist%20der%20m%5Cu00e4chtigste%20Mechanismus%20der%20kognitiven%20Entwicklung%3A%20Der%20Erwerb%20mathematischer%20Kompetenzen%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22W.%22%2C%22lastName%22%3A%22Schneider%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22M.%22%2C%22lastName%22%3A%22Knopf%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Elsbeth%22%2C%22lastName%22%3A%22Stern%22%7D%5D%2C%22abstractNote%22%3A%22%5C%22Gute%20mathematische%20Kompetenzen%20am%20Ende%20der%20Schulzeit%20sind%20das%20Ergebnis%20eines%20fr%5Cu00fchzeitig%20einsetzenden%20intelligenten%20%5Cu00dcbungsprozesses%20mit%20intellektuell%20anregenden%20Aufgaben.%20Auch%20f%5Cu00fcr%20Mathematik%20gilt%2C%20dass%20fehlendes%20Wissen%20nicht%20durch%20Intelligenz%20kompensiert%20werden%20kann.%20Bereits%20vor%20Schulbeginn%20sind%20auf%20individueller%20Ebene%20einige%20der%20dem%20Erwerb%20mathematischer%20Kompetenzen%20zugrundeliegenden%20universellen%20und%20differentiellen%20Rahmenbedingungen%20festgelegt%2C%20aber%20f%5Cu00fcr%20den%20%5Cu00dcbergang%20von%20der%20intuitiven%20zur%20kulturellen%20Mathematik%20ist%20schulische%20Unterst%5Cu00fctzung%20unabdingbar.%5C%22%20%20S.%20215%5C%2F16%22%2C%22bookTitle%22%3A%22Entwicklung%2C%20Lehren%20und%20Lernen%20-%20Zum%20Gedenken%20an%20Franz%20Emanuel%20Weinert%22%2C%22date%22%3A%222003%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%222KTWRHU9%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Thurston%22%2C%22parsedDate%22%3A%221990%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EThurston%2C%20W.%20P.%20%281990%29.%20Mathematical%20education.%20%3Ci%3ENotices%20of%20the%20AMS%3C%5C%2Fi%3E%2C%20%3Ci%3E37%3C%5C%2Fi%3E%2C%20844%26%23x2013%3B850.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Mathematical%20education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22William%20P.%22%2C%22lastName%22%3A%22Thurston%22%7D%5D%2C%22abstractNote%22%3A%22%5C%22People%20are%20much%20smarter%20when%20they%20can%20use%20their%20full%20intellect%20and%20when%20they%20can%20relate%20what%20they%20are%20learning%20to%20situations%20or%20phenomena%20which%20are%20real%20to%20them.%20...%20human%20minds%20do%20not%20work%20like%20computers%3A%20it%20is%20harder%2C%20not%20easier%2C%20to%20understand%20something%20broken%20down%20into%20all%20the%20precise%20little%20rules%20than%20to%20grasp%20it%20as%20a%20whole.%5C%22%20%28p.%20452%29%20%5C%22People%20appreciate%20and%20catch%20on%20to%20a%20mathematical%20theory%20much%20better%20after%20they%20have%20first%20grappled%20for%20themselves%20with%20the%20questions%20the%20theory%20is%20designed%20to%20answer.%5C%22%20%5C%22The%20best%20psychological%20order%20for%20a%20subject%20in%20mathematics%20is%20often%20quite%20different%20from%20the%20most%20efficient%20logical%20order.%5C%22%20%28p.%20453%29%22%2C%22date%22%3A%221990%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22WQSXDWTZ%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Thurston%22%2C%22parsedDate%22%3A%221994%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EThurston%2C%20W.%20P.%20%281994%29.%20On%20proof%20and%20progress%20in%20mathematics.%20%3Ci%3EBulletin%20of%20the%20American%20Mathematical%20Society%3C%5C%2Fi%3E%2C%20%3Ci%3E30%3C%5C%2Fi%3E%282%29%2C%20161%26%23x2013%3B177.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22On%20proof%20and%20progress%20in%20mathematics%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22William%20P.%22%2C%22lastName%22%3A%22Thurston%22%7D%5D%2C%22abstractNote%22%3A%22Mathematik%20besteht%20nicht%20darin%2C%20formale%20Beweise%20zu%20sammeln.%20Einmal%20ist%20das%20gar%20nicht%20m%5Cu00f6glich%20und%20zweitens%20macht%20sich%20auch%20niemand%20die%20M%5Cu00fche%20%5C%22Mathematics%20...%20is%20much%20less%20formally%20complete%20and%20precise%20for%20its%20content%20then%20computer%20programs%5C%22%20%28p.%20170%29%20Mathematiker%20denken%20in%20%5C%22intuitiveren%5C%22%20Strukturen%2C%20die%20sie%20in%20Gruppen%20Gleichgesinnter%20gut%20%5C%22informell%5C%22%20diskutieren%20k%5Cu00f6nnen.%20Diese%20Intuitionen%20sind%20unter%20anderem%20Dank%20dem%20konstanten%20Diskutieren%20miteinander%20so%20substanziell%2C%20dass%20die%20Beteiligten%20sicher%20sind%2C%20dass%20formale%20Beweise%20jederzeit%20wo%20auch%20immer%20ben%5Cu00f6tigt%20generiert%20werden%20k%5Cu00f6nnen.%22%2C%22date%22%3A%221994%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%2283XCZQVP%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Verschaffel%20et%20al.%22%2C%22parsedDate%22%3A%222010%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EVerschaffel%2C%20L.%2C%20Von%20Dooren%2C%20W.%2C%20Greer%2C%20B.%2C%20%26amp%3B%20Mukhopadhyay%2C%20S.%20%282010%29.%20Reconceptualising%20Word%20Problems%20as%20Exercises%20in%20Mathematical%20Modelling.%20%3Ci%3EJournal%20F%26%23xFC%3Br%20Mathematikdidaktik%3C%5C%2Fi%3E%2C%20%3Ci%3E31%3C%5C%2Fi%3E%2C%209%26%23x2013%3B29.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Reconceptualising%20Word%20Problems%20as%20Exercises%20in%20Mathematical%20Modelling%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lieven%22%2C%22lastName%22%3A%22Verschaffel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Wim%22%2C%22lastName%22%3A%22Von%20Dooren%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Brian%22%2C%22lastName%22%3A%22Greer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Swapna%22%2C%22lastName%22%3A%22Mukhopadhyay%22%7D%5D%2C%22abstractNote%22%3A%22Gute%20Zusammenstellung%20vieler%20Untersuchungen%2C%20die%20aufzeigen%2C%20wie%20Lernende%20in%20der%20Schule%20den%20gesunden%20Menschenverstand%20abschalten.%20Bettet%20man%20eine%20Aufgabe%20in%20eine%20sinnvolle%20Handlung%20ein%2C%20m%5Cu00fcssen%20also%20z.B.%20die%20Lernenden%20tats%5Cu00e4chlich%20die%20n%5Cu00f6tige%20Anzahl%20Busse%20f%5Cu00fcr%20den%20Ausflug%20der%20ganzen%20Schule%20bestellen%20und%20nicht%20nur%20die%20Anzahl%20berechnen%2C%20dann%20bleibt%20der%20gesunde%20Menschenverstand%20deutlich%20mehr%20%5C%22eingeschaltet%5C%22%22%2C%22date%22%3A%222010%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22S5TRI4A8%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Vohns%22%2C%22parsedDate%22%3A%222010%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EVohns%2C%20A.%20%282010%29.%20Die%20Mathematisierung%20der%20Menschenw%26%23xFC%3Brde.%20%3Ci%3EMitteilungen%20Der%20Gesellschaft%20F%26%23xFC%3Br%20Didaktik%20Der%20Mathematik%3C%5C%2Fi%3E%2C%20%3Ci%3E89%3C%5C%2Fi%3E%2C%204%26%23x2013%3B12.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Die%20Mathematisierung%20der%20Menschenw%5Cu00fcrde%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Andreas%22%2C%22lastName%22%3A%22Vohns%22%7D%5D%2C%22abstractNote%22%3A%22Macht%20sich%20anhand%20eines%20Bundesgerichtsurteils%20Gedanken%20dar%5Cu00fcber%2C%20was%20es%20heissen%20w%5Cu00fcrde%20%5C%22die%20Rolle%20zu%20erkennen%20und%20verstehen%2C%20die%20Mathematik%20in%20der%20Welt%20spielt%5C%22%20%28OECD%20%26%20PISA%29.%20Beschreibt%2C%20wie%20Statistik%20eingesetzt%20wird%2C%20um%20eine%20menschenw%5Cu00fcrdiges%20Existenzminimum%20festzulegen.%20Positiv%20am%20Gerichtsurteil%20scheint%20ihm%2C%20dass%20nicht%20die%20eingesetzte%20Mathematik%20an%20sich%20kritisiert%20wird%2C%20sondern%20die%20fehlende%20Begr%5Cu00fcndung%20f%5Cu00fcr%20die%20verwendete%20%5C%22Modellierung%5C%22.%22%2C%22date%22%3A%222010%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%2C%7B%22key%22%3A%2226PTBFJT%22%2C%22library%22%3A%7B%22id%22%3A1249832%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Winbourne%22%2C%22parsedDate%22%3A%222008%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EWinbourne%2C%20P.%20%282008%29.%20Looking%20For%20Learning%20In%20Practice%3A%20How%20Can%20This%20Inform%20Teaching%3F%20In%20A.%20Watson%20%26amp%3B%20P.%20Winbourne%20%28Eds.%29%2C%20%3Ci%3ENew%20Directions%20for%20Situated%20Cognition%20in%20Mathematics%20Education%3C%5C%2Fi%3E%20%28pp.%2079%26%23x2013%3B102%29.%20New%20York%3A%20Springer.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Looking%20For%20Learning%20In%20Practice%3A%20How%20Can%20This%20Inform%20Teaching%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Watson%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Peter%22%2C%22lastName%22%3A%22Winbourne%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Peter%22%2C%22lastName%22%3A%22Winbourne%22%7D%5D%2C%22abstractNote%22%3A%22Wie%20l%5Cu00e4sst%20sich%20effektives%20Lernen%20erreichen%3F%20Nur%20dadurch%2C%20indem%20man%20den%20Lernenden%20hilft%2C%20die%20%5C%22Praxis%5C%22%20weiterzuentwickeln%2C%20in%20denen%20jeder%20und%20jede%20von%20ihnen%20f%5Cu00fcr%20sich%20zurzeit%20steckt.%22%2C%22bookTitle%22%3A%22New%20Directions%20for%20Situated%20Cognition%20in%20Mathematics%20Education%22%2C%22date%22%3A%222008%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22BN3Q56J2%22%5D%2C%22dateModified%22%3A%222013-01-31T15%3A10%3A43Z%22%7D%7D%5D%7D
Adjiage, R., & Pluvinage, F. (2008). A numerical landscape. In C. L. Petroselli (Ed.), Science Education Issues and Developments (pp. 5–57). New-York: Nova publishers.
Baruk, S. (2004). Si 7 = 0. Quelles mathématiques pour l’école? Paris: Odile Jacob.
Blum, W. (2007). Mathematisches Modelliere – zu schwer für Schüler und Lehrer? In Beiträge zum Mathematikunterricht 2007. Vorträge auf der 41. Tagung für Didaktik der Mathematik vom 26. 3. bis 30. 3. 2007 in Berlin (pp. 3–12). Hildesheim: franzbecker.
Cobb, P., & McClain, K. (2006). Guiding Inquiry-Based Math Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of Learning Sciences (pp. 171–185). Cambridge, MA: Cambridge University Press.
Devlin, K. (2012). The Symbol Barrier of Mathematics Learning. In M. Bockarova, M. Danesi, & R. Núñez (Eds.), Semiotic and Cognitive Science Essasy on the Nature of Mathematics (pp. 7–16). München: LINCOM.
Douek, N. (2011). Complementing and Integrating Theoretical Tools: A Case Study Concerning Poor Learners. Presented at the Creme 7.
Hatch, G. (1999). Maximizing Energy in the Learnigs of Mathematics. In C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking the Mathematics Curriculum (pp. 104–117). London: Falmer Press.
Hennessey, M. N., Higley, K., & Chesnut, S. R. (2012). Persuasive Pedagogy: A New Paradigm for Mathematics Education. Educational Psychology Review, 24, 187–204.
Langpaap, J. (2007). Erwachsene Nichtrechnerinnen bearbeiten Terme mithilfe von Rechengeschichten. In Beiträge zum Mathematikunterricht 2007. Vorträge auf der 41. Tagung für Didaktik der Mathematik vom 26. 3. bis 30. 3. 2007 in Berlin (pp. 608–611). Hildesheim: franzbecker.
Langpaap, J. (2005). Förderung rechenschwacher Erwachsener ausgehend von originären Alltagserfahrungen. In G. Graumann (Ed.), Beiträge zum Mathematikunterricht 2005. Vorträge auf der 39. Tagung für Didaktik der Mathematik vom 28. 2. bis 4. 3. 2005 in Bielefeld (pp. 335–340). Hildesheim/Berlin: Franzbecker.
Leiss, D., Blum, W., & Messner, R. (2007). Die Förderung selbsständigen Lernens im Mathematikunterricht - Problemfelder bei ko-konstruktiven Lösungprozessen. Journal Für Mathematikdidaktik, 28(3/4), 224–248.
Leuders, T., & Lars, H. (2011). Kognitive Aktivierung im Mathematikunterricht. Unterrichtswissenschaft, Zeitschrift Für Lernforschung, 39(3), 213–230.
Pearse, M. (2017). What Would Happen If Students Assigned Their Own Math Homework? Edutopia, Volume|. Retrieved from https://www.edutopia.org/blog/what-would-happen-if-students-assigned-their-own-math-homework-margie-pearse
Prediger, S. (2010). Über das Verhältnis von Theorie und wissenschaftlichen Praktiken - am Beispiel von Schwierigkeiten mit Textaufgaben. Journal Für Mathematik-Didaktik, 31(2), 167–195.
Prediger, S. (2010). How to Develop Mathematics for Teaching and for Understanding. The Case of Meanings of the Equal Sign. Journal for Mathematics Teacher Education.
Reilly, Y., Parsons, J., & Bortolot, E. (2009). Reciprocal Teaching in Mathematics. Presented at the MAV Annual Conference. Retrieved from http://www.mav.vic.edu.au/files/conferences/2009/13Reilly.pdf
Schäfer, J. (2009). Rechenschwäche in der Eingangsklasse der Sekundarstufe - oder: Was abgebrannte Streichhölzer mit Mathematik zu tun haben. In Verband Dyslexie Schweiz (Ed.), Dyskalkulie; Ansätze zu Diagnostik und Förderung in einer integrativen Schule. 13. Tagung des Verbandes Dyslexie Schweiz (pp. 41–52). Zürich.
Spiegel, H. (1989). Sokratische Gespräche über mathematische Themen mit Erwachsenen – Absichten und Erfahrungen. Mathematik Lehren, 89(33), 54–59. Retrieved from http://math-www.uni-paderborn.de/~hartmut/Sokratik/SG_ue_MT_mit_Erwachsenen.pdf
Stebler, R., Reusser, K., & Pauli, C. (1994). Interaktive Lehr-Lern-Umgebungen: Didaktische Arrangements im Dienste des gründlichen Verstehens. In K. Reusser & M. Reusser-Weyeneth (Eds.), Verstehen. Psychologischer Prozess und didaktische Aufgabe (pp. 227–259). Bern: Huber.
Stern, E. (2003). Lernen ist der mächtigste Mechanismus der kognitiven Entwicklung: Der Erwerb mathematischer Kompetenzen. In W. Schneider & M. Knopf (Eds.), Entwicklung, Lehren und Lernen - Zum Gedenken an Franz Emanuel Weinert (pp. 207–217). Göttingen: Hogrefe.
Thurston, W. P. (1990). Mathematical education. Notices of the AMS, 37, 844–850.
Thurston, W. P. (1994). On proof and progress in mathematics. Bulletin of the American Mathematical Society, 30(2), 161–177.
Verschaffel, L., Von Dooren, W., Greer, B., & Mukhopadhyay, S. (2010). Reconceptualising Word Problems as Exercises in Mathematical Modelling. Journal Für Mathematikdidaktik, 31, 9–29.
Vohns, A. (2010). Die Mathematisierung der Menschenwürde. Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik, 89, 4–12.
Winbourne, P. (2008). Looking For Learning In Practice: How Can This Inform Teaching? In A. Watson & P. Winbourne (Eds.), New Directions for Situated Cognition in Mathematics Education (pp. 79–102). New York: Springer.