Many epistemic attitudes including belief and knowledge have already been examined to determine the extent to which they can be attributed to collectives. The epistemological literature on explanatory understanding and objectual understanding, on the other hand, has focused almost exclusively on individual subjects. However, there are many situations that can be described by sentences of the form “We understand P”, “We understand why p”, “Group G understands P”, or “G understands why p”. As I shall show, these situations can be classified into five categories: distributive, common, joint, deferential, and cooperative understanding. Based on a definitional scheme, according to which the general concept of understanding has a cognitive component, a factivity component, and an epistemic-pro-attitude component, this paper aims to analyse these five types.

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Zur Unterstützung der inhaltlichen Aussage von Zeitungs- oder Zeitschriftenartikeln wird mitunter auf die Abbildung von thematischem Kartenmaterial gesetzt. Diese Karten stammen zum Teil aus wissenschaftlichen Einrichtungen. In der Arbeit wird die Nachnutzung von Karten des Leibniz-Instituts für Länderkunde untersucht. Bei der Verwendung der kartographischen Darstellungen kommt es teilweise zu inhaltlichen oder gestalterischen Änderungen der zur Verfügung gestellten Materialien. In diesem Zusammenhang wird gezielt auf kartographische Infografiken eingegangen, bei denen eine veränderte kartographische Gestaltung der ursprünglichen Karten stattfand. Den Schwerpunkt der Arbeit bilden empirische Untersuchungen, welche feststellen sollen, ob sich die vorgenommenen Veränderungen beeinflussend auf die Wahrnehmung der dargestellten Inhalte auswirken. Zusätzlich werden das typische Nutzungsszenario für thematisch-kartographische Infografiken vorgestellt und Hinweise zur Nachnutzung herausgearbeitet. / Thematic maps are sometimes used to support statements in newspaper or magazine articles. Some of these maps were created in scientific institutions. This diploma thesis examines the reuse of maps of the Leibniz Institute for Regional Geography. When used, the provided materials are changed at times in their content or design. In this context, cartographic information graphics, whose design was changed compared to the original map, are discussed. The main focus lies on empirical studies that are to determine whether these changes influence the perception of the presented content. In addition, the typical usage scenario for thematiccartographic information graphics is presented and instructions for future use are worked out.

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Vortrag über aktuell bedeutsame Probleme des Urheberrechts mit dem Schwerpunkt Open Access-Lizenzierung

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.

Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and also bridge the divide between mathematical processes, and written and oral communication. This paper presents a core math lessons which provides numerous opportunities for the students to get actively engaged in the lesson and think about the new concepts, algorithms and ways of solving problems/ exercises. The lesson was designed for the 7th graders (13 year-olds). It was chosen to illustrate teaching by using reading and writing for understanding math processes. The teacher’s reflections after the lesson and some samples of the students’ work and feedback are included in the paper. The material in this paper is based on the author’s own extensive teaching experience; and her work in the Reading and Writing for Critical Thinking project in Romania.

Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.