Zugl.: Bonn, Univ., Diss., 2005/2006

Zugl.: München, Universiẗat der Bundeswehr, Diss., 2008.

Zugl.: Innsbruck, Universiẗat, Diss., 2006 u.d.T.: Heni, Clemens: Ein völkischer Beobachter in der BRD.

In a challenging and constantly changing world, students are required to develop advanced thinking skills such as critical systematic thinking, decision making and problem solving. This challenge requires developing critical thinking abilities which are essential in unfamiliar situations. A central component in current reforms in mathematics and science studies worldwide is the transition from the traditional dominant instruction which focuses on algorithmic cognitive skills towards higher order cognitive skills. The transition includes, a component of scientific inquiry, learning science from the student''s personal, environmental and social contexts and the integration of critical thinking. The planning and implementation of learning strategies that encourage first order thinking among students is not a simple task. In an attempt to put the importance of this transition in mathematical education to a test, we propose a new method for mathematical instruction based on the infusion approach put forward by Swartz in 1992. In fact, the model is derived from two additional theories., that of Ennis (1989) and of Libermann and Tversky (2001). Union of the two latter is suggested by the infusion theory. The model consists of a learning unit (30h hours) that focuses primarily on statistics every day life situations, and implemented in an interactive and supportive environment. It was applied to mathematically gifted youth of the Kidumatica project at Ben Gurion University. Among the instructed subjects were bidimensional charts, Bayes law and conditional probability; Critical thinking skills such as raising questions, seeking for alternatives and doubting were evaluated. We used Cornell tests (Ennis 1985) to confirm that our students developed critical thinking skills.

Schriftenreihe hrsg. von den Professoren des Instituts für Psychologie I, Arbeitsgruppe "Wissen - Denken - Handeln" an der TU Dresden

Historisches Denken entwickeln am Gegenstand der altorientalischen,griechischen und römischen Antike, das ist Anliegen der didaktischen Handreichung für die gymnasiale Oberstufe. Didaktisch-methodische Überlegungen, Sachinformationen und ein handlungsorientierter Materialteil bieten für Lehrer und Schüler ein ideenreiches Angebot zur Auswahl für einen interessegeleiteten Geschichtsunterricht.

This paper aims to present a model of teaching and learning mathematics in China. The model is “Two Basic”, basic knowledge and basic ability. Also, the paper will analyze some of the background of the model and why it is efficient in mathematics education. The model is described by a framework of “slab” and based on a model of learning cycle, allow students to work with mathematical thinking. Though the model looks of demonstration and practice looks very traditional, the explanation behind allows us to understand why Chinese students achieved well in many international studies in mathematics. The innovation of the model is the teacher intervention during the learning process. Such interventions include repeated practice, and working on group of selected related questions so that abstraction of the learning process is possible and student can link up mathematical expression and process. Examples used in class are included and the model can be applied in teaching advanced mathematics, which is usually not the case in some many other existing theories or framework.

In this workshop we present an innovative teaching, learning and research setting that engages beginning teachers in mathematical inquiry as they investigate, represent and connect mathematical ideas through mathematical conversation, reasoning and argument. This workshop connects to the themes of teacher preparation and teaching through problem solving. Drawing on new paradigms to think about teaching and learning, we orient our work within complexity theory (Davis & Sumara, 2006; Holland, 1998; Johnson, 2001; Maturana & Varela, 1987; Varela, Thompson & Rosch, 1991) to understand teaching|learning as a complex iterative process through which opportunities for learning arise out of dynamic interactions. Varela, Thompson and Rosch, (1991) use the term co-emergence to understand how the individual and the environment inform each other and are “bound together in reciprocal specification and selection” (p.174). In particular we are interested in the conditions that enable the co-emergence of teaching|learning collectives that support the generation of new mathematical and pedagogical ideas and understandings. The setting is a one-week summer math program designed for prospective elementary teachers to deepen particular mathematical concepts taught in elementary school. The program is facilitated by recently graduated secondary mathematics teachers to provide them an opportunity to experience mathematics teaching|learning through rich problems. The data collected include questionnaires, interviews, and video recordings. Our analyses show that many a-ha moments of mathematical and pedagogical insight are experienced by both groups as they work together throughout the week. In this workshop we will actively engage the audience in an exploration of the mathematics problems that we pose in this unique teaching|learning environment. We will present our data on the participants’ mathematical and pedagogical responses and open a discussion of the implications of our work.

Zugl.: Kairo, Univ., Diss., 1999

Zugl.: Würzburg, Univ., Diss., 2007