Rückbezüge des Mathematikunterrichts und der Methodik des Mathematikunterrichts in der DDR auf historische Vorausentwicklungen

The author discusses at some examples exemplarily, how the pedagogy of mathematics education in the GDR from curricular and educational/psychological knowledge from the time before 1945 has developed scientifically.     

CAS-supported multiple representations in elementary linear algebra

Usually the Gaussian algorithm (GA) is presented at school as a method of solving a given system of linear equations by reducing it to a “triangular form”. In contrast to this technically oriented view, I will demonstrate a CAS-supported learning environment which includes a visual representation of GA and an activity-oriented «Gauss-game». This game stresses the concept of elementary matrices and leads directly to a partial, implementation of GA in the form of a «semi-automatic” functional CAS-program. These multiple representation of GA tries to take into consideration the research results on mental representations, to design rich variations of student activities and thereby to lead leading to webbeb concepts around GA. The CAS MuPAD is used.     

Die Entwicklung kausaler Hypothesen in der qualitativen Sozialforschung

The disregard of causal inference in the methodological literature about qualitative research is highly problematic, since the category of causality is closely linked to the concept of social action. However, it is also clear that causal analysis is burdened with certain difficulties and methodological challenges in the realm of social research. Some of these problems are discussed in this article using Mackie—s concept of 3 “INUS”-conditions. Thereby it will be shown that strategies of causal analysis based on comparative methods proposed for qualitative research, namely “Analytic Induction” and “Qualitative Comparative Analysis” have great difficulties in dealing adequately with these problems. They can only be solved, if case-comparative methods are combined with explorative research strategies which support the researcher in gaining access to the local knowledge of the research field.     

Methodological reflections on a three-step-design combining observation,stimulated recall and interview

In this paper a tripartite qualitative design combining abservation, stimulated recall and interview is presented and discussed. This three-step-design makes it possible to get insight into the interaction of internal and external processes when solving mathematical tasks. The data analysis depends on the research question and the methodological approach. In the light of two research projects in mathematics education two different methods of data analysis are presented and methodologically reflected.     

CAS based approach for discussing subset construction

This paper continues the discussion of teaching nondeterminism (see [6]) where we presented a didactic approach introducing the notion of nondeterministic automata. Although in this paper we use the same methodology we have to face up to new didactic challenges. Namely, teaching the subset construction requires answers to the question how can CAS be used in teaching the different phases of mathematical problem solving so that we can reach higher cognitive efficiency.