Das Exemplarische kennzeichnet die Relation zwischen einem Konkreten und einem Allgemeinen. Das Problem, das ich mit meinem Beitrag beleuchten möchte, ist doppelseitig: einerseits ist zu bedenken, was das Konkrete in musikalisch-ästhetischen Bildungssituationen wie zum Beispiel in allgemein bildendem Musikunterricht sein soll, andererseits was das Allgemeine von Musik sein kann, das sich im konkreten Beispiel zeigen soll. Dabei wird sich zeigen, dass die Problemstellungen beim Analysieren von Beispielen ästhetischer Praxis hinsichtlich ihrer Exemplarizität im Musikunterricht und beim Inszenieren exemplarischer ästhetischer Erfahrungssituationen im Musikunterricht zwei Seiten derselben Medaille sind.

This work provides an in-depth-view of driver motivational aspects when driver assistance Systems (DAS) are considered. Thereby, the role of driver actual experience with DAS use was also identified and highlighted. A central outcome of this thesis is the STADIUM model describing the interplay of motivational factors that determine the engagement in secondary activities while taking actual DAS use experience into account. The role of motives in showing attentive behaviour depending on DAS (the navigation system) could also be underlined. The relevance, enrichment and need of combining qualitative and quantitative approaches when the effects of safety countermeasures on driver behaviour are investigated could also be shown. The results are discussed in terms of hierarchical driver behaviour models, the theory of planned behaviour and its extended versions and the strengths of the introduced studies and limitations. Implications for traffic safety are provided and future research issues are recommended.:Table of Content ACKNOWLEDGEMENTS III LIST OF INCLUDED PUBLICATIONS III SUMMARY VII ZUSAMMENFASSUNG XIII TABLE OF CONTENT XXI LIST OF FIGURES XXVII LIST OF TABLES XXXI 1. INTRODUCTION 1 1.1. Outline 2 1.2. Theoretical Background 3 1.2.1. Understanding driver behaviour: models and approaches that aim at describing driver behaviour. 3 1.2.2. Motivation and driving. 13 1.2.3. The role of motivation in behavioural adaptation due to driver assistance system use. 15 1.2.3.1. Driver assistance systems 15 1.2.3.2. Actual DAS use experience 24 1.2.4. Relevant motivational influence factors based on the Theory of Planned Behaviour. 25 1.2.4.1. Perceived risk 29 1.2.4.2. Perceived behavioural control 30 1.2.4.3. Norms 32 1.2.4.4. Attitudes towards reckless driving 33 1.2.4.5. Attitudes towards DAS 34 1.2.4.6. The intention to carry out concurrent activities to the driving tasks 35 1.2.5. Applying qualitative or quantitative methods when effects of DAS use on driver behaviour are investigated? 37 1.3. Objectives 41 2. STUDY I - ON THE INTERPLAY OF ACTUAL DAS USE EXPERIENCE AND MOTIVATIONAL FACTORS DETERMINING DRIVERS’ ENGAGEMENT IN SECONDARY ACTIVITIES – A THEORETICAL MODEL 45 2.1. Introduction 46 2.2. Methods 49 2.2.1. Focus group discussions. 49 2.2.2. Participants. 49 2.2.3. Procedure. 51 2.2.4. Data analysis. 54 2.3. Findings and Model Development 55 2.3.1. Perceived risk while driving. 55 2.3.2. Perceived behavioural control. 57 2.3.3. Safety-related beliefs concerning DAS: attitudes towards-, and norms concerning-, DAS. 59 2.4. Discussion 65 2.4.1. The STADIUM model. 65 2.4.2. Strengths and limitations. 66 3. STUDY IIA – THE STADIUM MODEL: SECONDARY ACTIVITY ENGAGEMENT DEPENDING ON THE INFLUENCE OF DAS USE EXPERIENCE ON MOTIVATIONAL FACTORS 69 3.1. Introduction 70 3.2. Methods 72 3.2.1. Participants. 72 3.2.2. Questionnaire. 73 3.2.2.1. DAS use experience 74 3.2.2.2. Motivational factors 75 3.2.2.3. Target behaviour: Intentions to carry out secondary activities while driving 76 3.2.3. Data analysis. 76 3.3. Results 78 3.3.1. DAS use experience: Chi-Squares and correlations. 78 3.3.2. Item analysis. 78 3.3.3. Correlations and Partial correlations. 79 3.3.4. The path analysis. 80 3.4. Discussion 82 3.4.1. Strengths and limitations. 87 4. STUDY IIB – THE ROLE OF DRIVER ASSISTANCE EXPERIENCE, SYSTEM FUNCTIONALITY, GENDER, AGE AND SENSATION SEEKING IN ATTITUDES TOWARDS THE SAFETY OF DRIVER ASSISTANCE SYSTEMS 91 4.1. Introduction 92 4.1.1. System functionality. 93 4.1.2. Driver characteristics. 94 4.1.2.1. Actual DAS use experience 94 4.1.2.2. Gender 96 4.1.2.3. Sensation seeking & age 97 4.1.3. Objectives & hypotheses. 98 4.2. Methods 98 4.2.1. Participants. 98 4.2.2. Questionnaire. 99 4.2.2.1. DAS use experience 99 4.2.2.2. Attitudes towards DAS 99 4.2.3. Data analysis. 100 4.3. Results 101 4.3.1. Gender differences. 106 4.3.2. Sensation seeking. 108 4.3.3. Age. 108 4.3.4. Actual DAS use experience. 110 4.4. Discussion 111 5. STUDY III – LOOK WHERE YOU HAVE TO GO! A FIELD STUDY COMPARING GLANCE BEHAVIOUR AT URBAN INTERSECTIONS USING A NAVIGATION SYSTEM OR A PRINTED ROUTE INSTRUCTION 117 5.1. Introduction 118 5.1.1. Behavioural effects of navigation system use. 119 5.1.2. Errors in visual attention allocation: The looked but failed to see phenomenon. 121 5.1.3. The navigation task and hierarchical models of driver behaviour. 122 5.1.4. Objectives. 124 5.1.5. Hypotheses. 124 5.2. Methods 126 5.2.1. Participants. 127 5.2.2. Standardised test drives. 127 5.2.3. Materials. 128 5.2.4. Data analysis procedure. 129 5.3. Results 132 5.3.1. Results from the descriptive, qualitative observation analysis. 132 5.3.2. Quantitative results. 135 5.3.2.1. Drivers’ reactions to pedestrians and/or cyclists who intend to cross 135 5.3.2.2. Driving Speed 136 5.3.2.3. Number of Glances 139 5.3.2.3.1. Areas of interest 139 5.3.2.4. Time looking to the areas of interest 142 5.3.2.4.1. Areas of interest: distribution of glances 142 5.3.2.4.2. Proportionate time looking to the areas of interest related to intersection passing duration 142 5.3.3. Summary of results from the qualitative and the quantitative analyses. 145 5.4. Conclusion 146 5.4.1. Driving speed. 147 5.4.2. Glance behaviour 147 5.4.3. Drivers’ reactions to pedestrians and cyclists. 150 5.4.4. Overall safety effect of type of route guidance 151 5.5. Discussion 152 5.5.1. Field drives: internal and external validity. 152 5.5.2. Experienced navigation system users. 154 5.5.3. Combination of qualitative and quantitative research. 154 5.5.4. Areas of interest. 156 5.5.5. Look but failed to see. 156 5.5.6. Presence of pedestrians and/ or cyclists. 157 5.5.7. Transition towards higher levels of automation. 157 6. FINAL DISCUSSION AND OVERALL CONCLUSION 161 6.1. Looking back, looking ahead 162 6.2. Hierarchical driver behaviour models: Be motivated to pay attention 163 6.3. The STADIUM model 166 6.3.1. Comparison with the Theory of Planned Behaviour. 167 6.3.2. The STADIUM model and its relevance for understanding driver behaviour. 168 6.4. Applying qualitative or quantitative methods when effects of DAS use on driver behaviour are investigated? 169 6.5. Limitations of this research 171 6.6. Implications 175 6.6.1. Individual & DAS. 175 6.6.2. Society & DAS. 177 6.7. Outline: Recommendations for future research 179 7. REFERENCES 183 8. ANNEX: OVERVIEW OF STUDIES THAT INVESTIGATED DRIVER BEHAVIOUR 209 EIDESSTATTLICHE ERKLÄRUNG 219 CURRICULUM VITAE 220 Personal Details 220 Scientific Education 221 Professional Experience in Science 222 Awards & Fellowship 223 Publications 224 Journal Paper 224 Book Chapter 225 Conferences 226 / Diese Arbeit liefert einen gründlichen Einblick, welche Rolle motivationale Aspekte spielen, wenn Fahrerassistenzsysteme (FAS) genutzt werden. Dabei wurde auch die Funktion der tatsächlichen Erfahrung mit FAS identifiziert und hervorgehoben. Ein zentrales Ergebnis dieser Arbeit ist das STADIUM Modell, welches das Zusammenspiel motivationaler Faktoren in Abhängigkeit von der tatsächlichen Erfahrung mit FAS erklärt, die wiederum bestimmen, inwieweit und ob andere Aktivitäten während des Fahrens ausgeführt werden. Außerdem konnte unterstrichen werden, welche Rolle Motive spielen, aufmerksames Verhalten in Abhängigkeit von der Nutzung von FAS (dem Navigationssystem) zu zeigen. Zusätzlich konnte dargestellt werden, wie relevant, bereichernd und nützlich es ist, qualitative und quantitative Methoden zu kombinieren, wenn die Effekte von FAS auf das FahrerInnenverhalten untersucht werden. Die Ergebnisse werden diskutiert indem auf hierarchische Fahrerverhaltensmodelle, auf die Theorie des geplanten Verhaltens und ihre erweiterten Versionen und auf die Stärken und Schwächen der Studien Bezug genommen wird. Es werden Implikationen dargestellt und zukünftige Forschungsfragen und Problemstellungen empfohlen.:Table of Content ACKNOWLEDGEMENTS III LIST OF INCLUDED PUBLICATIONS III SUMMARY VII ZUSAMMENFASSUNG XIII TABLE OF CONTENT XXI LIST OF FIGURES XXVII LIST OF TABLES XXXI 1. INTRODUCTION 1 1.1. Outline 2 1.2. Theoretical Background 3 1.2.1. Understanding driver behaviour: models and approaches that aim at describing driver behaviour. 3 1.2.2. Motivation and driving. 13 1.2.3. The role of motivation in behavioural adaptation due to driver assistance system use. 15 1.2.3.1. Driver assistance systems 15 1.2.3.2. Actual DAS use experience 24 1.2.4. Relevant motivational influence factors based on the Theory of Planned Behaviour. 25 1.2.4.1. Perceived risk 29 1.2.4.2. Perceived behavioural control 30 1.2.4.3. Norms 32 1.2.4.4. Attitudes towards reckless driving 33 1.2.4.5. Attitudes towards DAS 34 1.2.4.6. The intention to carry out concurrent activities to the driving tasks 35 1.2.5. Applying qualitative or quantitative methods when effects of DAS use on driver behaviour are investigated? 37 1.3. Objectives 41 2. STUDY I - ON THE INTERPLAY OF ACTUAL DAS USE EXPERIENCE AND MOTIVATIONAL FACTORS DETERMINING DRIVERS’ ENGAGEMENT IN SECONDARY ACTIVITIES – A THEORETICAL MODEL 45 2.1. Introduction 46 2.2. Methods 49 2.2.1. Focus group discussions. 49 2.2.2. Participants. 49 2.2.3. Procedure. 51 2.2.4. Data analysis. 54 2.3. Findings and Model Development 55 2.3.1. Perceived risk while driving. 55 2.3.2. Perceived behavioural control. 57 2.3.3. Safety-related beliefs concerning DAS: attitudes towards-, and norms concerning-, DAS. 59 2.4. Discussion 65 2.4.1. The STADIUM model. 65 2.4.2. Strengths and limitations. 66 3. STUDY IIA – THE STADIUM MODEL: SECONDARY ACTIVITY ENGAGEMENT DEPENDING ON THE INFLUENCE OF DAS USE EXPERIENCE ON MOTIVATIONAL FACTORS 69 3.1. Introduction 70 3.2. Methods 72 3.2.1. Participants. 72 3.2.2. Questionnaire. 73 3.2.2.1. DAS use experience 74 3.2.2.2. Motivational factors 75 3.2.2.3. Target behaviour: Intentions to carry out secondary activities while driving 76 3.2.3. Data analysis. 76 3.3. Results 78 3.3.1. DAS use experience: Chi-Squares and correlations. 78 3.3.2. Item analysis. 78 3.3.3. Correlations and Partial correlations. 79 3.3.4. The path analysis. 80 3.4. Discussion 82 3.4.1. Strengths and limitations. 87 4. STUDY IIB – THE ROLE OF DRIVER ASSISTANCE EXPERIENCE, SYSTEM FUNCTIONALITY, GENDER, AGE AND SENSATION SEEKING IN ATTITUDES TOWARDS THE SAFETY OF DRIVER ASSISTANCE SYSTEMS 91 4.1. Introduction 92 4.1.1. System functionality. 93 4.1.2. Driver characteristics. 94 4.1.2.1. Actual DAS use experience 94 4.1.2.2. Gender 96 4.1.2.3. Sensation seeking & age 97 4.1.3. Objectives & hypotheses. 98 4.2. Methods 98 4.2.1. Participants. 98 4.2.2. Questionnaire. 99 4.2.2.1. DAS use experience 99 4.2.2.2. Attitudes towards DAS 99 4.2.3. Data analysis. 100 4.3. Results 101 4.3.1. Gender differences. 106 4.3.2. Sensation seeking. 108 4.3.3. Age. 108 4.3.4. Actual DAS use experience. 110 4.4. Discussion 111 5. STUDY III – LOOK WHERE YOU HAVE TO GO! A FIELD STUDY COMPARING GLANCE BEHAVIOUR AT URBAN INTERSECTIONS USING A NAVIGATION SYSTEM OR A PRINTED ROUTE INSTRUCTION 117 5.1. Introduction 118 5.1.1. Behavioural effects of navigation system use. 119 5.1.2. Errors in visual attention allocation: The looked but failed to see phenomenon. 121 5.1.3. The navigation task and hierarchical models of driver behaviour. 122 5.1.4. Objectives. 124 5.1.5. Hypotheses. 124 5.2. Methods 126 5.2.1. Participants. 127 5.2.2. Standardised test drives. 127 5.2.3. Materials. 128 5.2.4. Data analysis procedure. 129 5.3. Results 132 5.3.1. Results from the descriptive, qualitative observation analysis. 132 5.3.2. Quantitative results. 135 5.3.2.1. Drivers’ reactions to pedestrians and/or cyclists who intend to cross 135 5.3.2.2. Driving Speed 136 5.3.2.3. Number of Glances 139 5.3.2.3.1. Areas of interest 139 5.3.2.4. Time looking to the areas of interest 142 5.3.2.4.1. Areas of interest: distribution of glances 142 5.3.2.4.2. Proportionate time looking to the areas of interest related to intersection passing duration 142 5.3.3. Summary of results from the qualitative and the quantitative analyses. 145 5.4. Conclusion 146 5.4.1. Driving speed. 147 5.4.2. Glance behaviour 147 5.4.3. Drivers’ reactions to pedestrians and cyclists. 150 5.4.4. Overall safety effect of type of route guidance 151 5.5. Discussion 152 5.5.1. Field drives: internal and external validity. 152 5.5.2. Experienced navigation system users. 154 5.5.3. Combination of qualitative and quantitative research. 154 5.5.4. Areas of interest. 156 5.5.5. Look but failed to see. 156 5.5.6. Presence of pedestrians and/ or cyclists. 157 5.5.7. Transition towards higher levels of automation. 157 6. FINAL DISCUSSION AND OVERALL CONCLUSION 161 6.1. Looking back, looking ahead 162 6.2. Hierarchical driver behaviour models: Be motivated to pay attention 163 6.3. The STADIUM model 166 6.3.1. Comparison with the Theory of Planned Behaviour. 167 6.3.2. The STADIUM model and its relevance for understanding driver behaviour. 168 6.4. Applying qualitative or quantitative methods when effects of DAS use on driver behaviour are investigated? 169 6.5. Limitations of this research 171 6.6. Implications 175 6.6.1. Individual & DAS. 175 6.6.2. Society & DAS. 177 6.7. Outline: Recommendations for future research 179 7. REFERENCES 183 8. ANNEX: OVERVIEW OF STUDIES THAT INVESTIGATED DRIVER BEHAVIOUR 209 EIDESSTATTLICHE ERKLÄRUNG 219 CURRICULUM VITAE 220 Personal Details 220 Scientific Education 221 Professional Experience in Science 222 Awards & Fellowship 223 Publications 224 Journal Paper 224 Book Chapter 225 Conferences 226

Cette recherche vise à mettre en lumière l'œuvre politique de Walter Benjamin, en particulier sa théorie sur le fascisme. Nous souhaitons examiner comment sa théorie sur l'esthétisation de la politique contribue à la science politique en tant que théorie majeure en, premièrement, positionnant sa pensée dans les écrits de son époque – entre les approches marxistes et plus spiritualistes – et, deuxièmement, en identifiant un schéma explicatif dans sa théorie sur le fascisme. Nous soutenons qu'en examinant les écrits de Walter Benjamin, il est possible d'aller plus loin qu'une théorie sur l'esthétique sous les régimes fascistes pour trouver une théorie plus complète sur le fascisme en tant que régime basé sur l'esthétique. Le projet se concentre sur le schéma du désenchantement et du réenchantement – perte de l'aura et insertion d'une fausse aura par les fascistes –, et l'étudie sous l'angle de la pensée politique pour en extraire une théorie politique du fascisme. L’originalité de cet auteur tient non seulement à son approche politique, mais aussi à son positionnement théorique par rapport à ses contemporains : son discours n’est ni matérialiste comme marxistes ni uniquement culturel comme les spiritualistes. Il se situe dans un entre-deux et accorde une importance particulière à l'expérience humaine ainsi qu’aux rapports de production capitalistes. Enfin, cette recherche étudie le concept d'Erfahrung, très présent dans l'œuvre de Benjamin, afin de clarifier sa relation avec l'aura et son déclin et d’enrichir la théorie politique de l’auteur. / This research aims to bring to light the political work of Walter Benjamin, specifically his theory on fascism. We wish to examine how his theory on the aestheticization of politics contributes to political science as a major theory by, first, positioning his thinking within the writings of his times—between marxist and more spiritualist approaches—and, second, by identifying an explanatory scheme in his theory on fascism. We argue that by looking through the writings of Walter Benjamin, one can go further than a theory on aesthetics under fascist regimes to find a more complete theory on fascism as a regime based on aesthetics. The project focuses, on the scheme of disenchantment and reenchantment—loss of aura and false aura inserted by fascists—, and studies it under the lens of political thought to extract a political theory on fascism. The originality of this author lies not only in his approach to politics, but also in his theoretical positioning compared to his contemporaries: he holds neither a materialist nor a spiritualist discourse. He finds himself in a middle ground where great importance is given to the human experience, but also where the capitalist relations of production are heavily criticized. Finally, this research studies the concept of Erfahrung, heavily present in Benjamin’s work to bring clarity to its relation to the aura and its decline.

Ausgehend von narrativen Interviews, Beobachtungen und gemeinsamen Erfahrungen während eines interkulturellen Lehrerfortbildungsprojekts im ländlichen Haiti wird in dieser Arbeit ein detailliertes Bild der Lebenswelt ausgewählter haitianischer Grundschullehrer/-innen gezeichnet. Insbesondere wird den Fragen nachgegangen, welchen Hindernissen diese Lehrer/-innen in ihrer eigenen Ausbildung begegneten, welche professionellen und sozialen Herausforderungen ihre alltägliche Berufsausübung mit sich bringt und wie ein genaues Verstehen ihres Hintergrunds und ihres Alltags dazu beitragen kann, sowohl die Qualität ihres Unterrichts als auch ihre sozio-ökonomischen Aussichten zu verbessern. Verspätete und unzureichende Ausbildung, ein geringer Verdienst und herausfordernde Arbeitsbedingungen, sowie weitgehende Vernachlässigung durch den Staat kennzeichnen die Realität dieser Lehrer/-innen. Dennoch zeigen sie Elan und vertrauen auf eine bessere Zukunft. In dieser Studie kommen die haitianischen Lehrer/-innen selber zu Wort. Darüber hinaus wird der Prozess der interkulturellen Kommunikation und Reflexion, der mit einem solchen Projekt und einer derartigen Recherche einhergeht dokumentiert. / This study offers a detailed description of selected Haitian primary school teachers’ living and working conditions based on narrative interviews, observations, and common experiences during a cross-cultural in-service teacher training program in rural Haiti. The research is focused on the following questions: What type of obstacles did primary school teachers in rural Haiti encounter in their own education, what professional and social challenges are faced in the daily routines of these teachers, and how can a thorough knowledge of both their backgrounds and the conditions of their current lives help to improve the quality of their teaching as well as their prospects for socio-economic advancement? The reality of these teachers is characterized by a delayed and limited education, low remuneration and challenging working conditions, as well as a more or less complete lack of state support. Nevertheless, they demonstrate vitality and trust in a better future. Central to this study are the Haitian teachers’ viewpoints, but the process of cross-cultural communication and reflection going on during such a program and research is documented as well.

Der Beitrag formuliert Gemeinsamkeiten und Unterschiede zwischen einem musikdidaktischen Konzept „Aufbauender Musikunterricht“ und einem als „Musikpraxen erfahren“ konkretisierten Konzept ästhetischer und kultureller Bildung. In vier Abschnitten werden (1) Gemeinsamkeiten, (2) Populäre Musik in „Aufbauendem Musikunterricht“ und „Musikpraxen erfahren“, (3) Musikbegriffe sowie (4) Einwände und Erwiderungen dargestellt. Im vierten Teil werden in dialogischer Form das Verhältnis von schulischen Lernsituationen und musikalischer Erfahrung, die jeweilige Normativität des musikpädagogischen Musikbegriffs, die jeweilige Sach- und Schülerorientierung, das Verhältnis von instruktiven und offenen Lehr-Lernsituationen und Konzepte für einen roten Faden im Musikunterricht reflektiert. Das jeweilige Verständnis von dem, was unter Musik verstanden wird, erweist sich als folgenreich für das musikdidaktische Konzept. / The article deals with similarities and differences between a music teaching concept "Music teaching step by step" and an alternative one which is specified as a concept of aesthetic and cultural education known as "Experiencing musical practices". Topics are exposed in four sections: (1) common positions, (2) the role of popular music within "Music teaching step by step" as well as within "Experiencing musical practices", (3) what does "music" mean? and (4) objections and replies. The fourth section is presenting a dialogue, dealing with the relation between learning situations in the classroom and musical experience, as well as with the specific normativity of the music teaching concepts. Moreover, this chapter is asking, if the concepts are appropriate to the subject's and to the pupil's needs and if these concepts take into account the ratio of instructive teaching versus open teaching-learning situations as tools to increase the learning outcomes. The particular understanding of what we mean by "music" is seen to be crucial for music teaching concepts.

Eine Stunde im Licht verschiedener Theorien: Musikdidaktiker aus deutschen Hochschulen bzw. Universitäten betrachten eine exemplarische Musikstunde und machen mit deren Hilfe ihre Positionen deutlich. Dabei wird ein Kreis musikdidaktischer Perspektiven sichtbar, die über das gemeinsame Beispiel aufeinander bezogen werden können, sodass eine Kartierung gegenwärtiger Musikdidaktik entsteht. Das war die Ausgangsidee. Im Zentrum der Leipziger Tagung standen drei vielfältig dokumentierte Musikstunden aus verschiedenen Bundesländern, auf die sich zwölf Didaktiker bezogen. Sie konnten jede Stunde aus drei Kameraperspektiven betrachten, dazu hatten sie Leitfadeninterviews mit den Lehr-Lern-Akteuren. Nach jeweils vier Vorträgen trafen die Referierenden in Fishbowl-Diskussionen aufeinander, in denen das Publikum einen eigenen Platz hatte. Diese Diskussionen liegen, auf die zentralen Aussagen gekürzt, zusammen mit den Beiträgen vor. Die Stunden-DVDs, Beispielausschnitte der Autoren und Interview-Transkriptionen liegen der Printausgabe des Bandes bei. Die von den Autoren detailliert besprochenen Video-Ausschnitte sind in der hier vorliegenden elektronischen Ausgabe mit dem Text verlinkt. / A lesson in the light of different theories: experts on music education from German universities observe a typical music lesson and use it to explain their positions. This shows us a range of perspectives on music education which can be related to one another through the shared example, thus creating a map of current musical education theories. That was the original idea. At the centre of the Leipzig conference were three well-documented music lessons from different parts of Germany, which twelve educationalists referred to. They were able to observe each lesson from three different camera perspectives, and there were also guiding interviews with both teachers and learners. After every four presentations the speakers met in fishbowl discussions which were open to the audience. Abridged versions of these discussions are included alongside the essays. The DVDs of the lessons, sample excerpts from the speakers, and transcriptions of the interviews accompany the volume.

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.

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Zugl.: Innsbruck, Univ., Diss., 2006