Zur Rolle empirischer Settings in mathematischen Wissensentwicklungsprozessen – eine exemplarische Untersuchung der digitalen Funktionenlupe

Authors

  • Frederik Dilling

DOI:

https://doi.org/10.18716/ojs/md/2022.1390

Abstract

This article presents a concept for the description of knowledge development processes on the basis of empirical objects in mathematics education. The so-called CSC-model uses terms and findings from the structuralistic theory-concept as well as from theories on beliefs about mathematics, on the context-related nature of learning processes and from cybernetic general model theory. The concept is then explicated in a case study on the digital function-microscope.

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Published

2022-01-07

Issue

Section

Themenschwerpunkt 2022 'Mathematik und Realität'

How to Cite

Zur Rolle empirischer Settings in mathematischen Wissensentwicklungsprozessen – eine exemplarische Untersuchung der digitalen Funktionenlupe. (2022). Mathematica Didactica, 45. https://doi.org/10.18716/ojs/md/2022.1390