Design Science and Its Importance in the German Mathematics Educational Discussion. - Nührenbörger, Marcus; Rösken-Winter, Bettina; Fung, Chun Ip.; Schwarzkopf, Ralph; Wittmann, Erich Christian; Akinwunmi, Kathrin; Lensing, Felix; Schacht, Florian (Cham : Springer International Publishing AG, 2016)
Intro -- Main Topics You Can Find in This "ICME-13 Topical Survey" -- Contents -- 1 Design Science and Its Importance in the German Mathematics Educational Discussion -- 1 Introduction -- 2 Survey on the State of the Art -- 2.1 Roots and Scope of Design Science -- 2.1.1 The Role of Substantial Learning Environments -- 2.1.2 Scope of Design Science with Respect to Curricular Embedding -- 2.2 Design Science Between Normative and Descriptive Approaches -- 2.2.1 Argumentation as a Design Principle -- 2.2.2 Argumentation from a Descriptive Point of View -- 2.2.3 Example: The Realisation of Argumentation -- 2.2.4 Closing Remarks -- 2.3 Developing Mathematics Teaching and Mathematics Teachers -- 2.3.1 Developmental Research in Action -- 2.3.2 Re-conceptualizing the Scientific Method -- 2.3.3 Closing Remarks -- 2.4 Collective Teaching Experiments: Organizing a Systemic Cooperation Between Reflective Researchers and Reflective Teachers in Mathematics Education -- 2.4.1 Mathematics Education as a "Systemic-Evolutionary" Design Science -- 2.4.2 Taking Systemic Complexity Systematically into Account: Lessons from Other Disciplines -- 2.4.3 Empowering Teachers to Cope with Systemic Complexity as Reflective Practitioners -- 2.4.4 Collective Teaching Experiments: A Joint Venture of Reflective Teachers and Reflective Researchers -- 2.4.5 Closing Remarks: The Role of Mathematics in Mathematics Education -- 2.5 Design Science and Design Research: Commonalities and Variations -- 2.5.1 Developments in the Field of Design Science in Germany -- 2.5.2 Developments of Design Science from an International Perspective -- 3 Summary and Looking Ahead -- References -- Further Reading.
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