Computer use in mathematics education – present situation,intentions, and problems in the Federal Republic of Germany† |
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| Authors: | K‐D Graf K‐A Keil H Löethe B Winkelmann |
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| Institution: | 1. Freie Universitaet Berlin, Zentralinstitut fuer Unterrichtswissenschaften und Curriculumentwicklung, Institut fuer Didaktik der Mathematik und Informatik , WE 3 ‐‐ Lankwitz, Malteserstrasse 74‐100, 1000 Berlin 46;2. Zentralstelle fuer Programmierten Unterricht und Computer im Unterricht , Schertlinstrasse 7, 8900 Augsburg;3. Paedagogische Hochschule Esslingen , Flandernstrasse, 7300 Esslingen;4. Universitaet Bielefeld, Institut fuer Didaktik der Mathematik, Universitaetsstrasse , 4800 Bielefeld 1, Federal Republic of Germany |
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| Abstract: | Computers, and computer‐related thinking structures, are only gradually influencing mathematics education. On the one hand, there is a discrepancy between involved teachers who already have changed their own classroom teaching to a great extent, and a majority of mathematics teachers who have not yet taken notice of the computer for teaching purposes. On the other hand, knowledge of the computer and of algorithms is frequently merely added to the mathematical subject matter. As opposed to that, the authors argue that it is necessary to genuinely integrate such subject matter, and to include general topics such as social impact and changed attitudes toward application. With regard to implementation, they develop concrete ideas which are aligned in a differentiated manner to the specific situation and the opportunities offered in the Federal Republic of Germany. The rationale for that is that only such reference to a specific situation will provide an opportunity for readers abroad to usefully apply approaches and ideas to the situation given in their own cultural environment. An abbreviated version of this paper for cursory reading or other purposes has been marked by bold lines on the margin. |
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