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Bildungstheoretische Grundlagen des Mathematikunterrichts

In: Handbuch der Mathematikdidaktik

Author

Listed:
  • Michael Neubrand

    (Carl von Ossietzky Universität Oldenburg, Institut für Mathematik)

  • Katja Lengnink

    (Justus-Liebig-Universität Gießen, Institut für Didaktik der Mathematik)

Abstract

Zusammenfassung Bildung ist ein schillernder Begriff. Elmar Tenorth nennt viele Facetten: „‚Bildung‘ ist […] ein deutscher Mythos, ist pädagogisches Programm, politische Losung, philosophische Kategorie, Mechanismus gesellschaftlicher Distinktion, Schlüsselwort öffentlicher Debatten, Thema interdisziplinärer Forschung und Ideologie des Bürgertums zugleich.“ (Tenorth, 2020, S. 5). Pongratz und Bünger (2008, S. 114) sprechen sogar von einer „eigentümliche[n] Zerrissenheit“ zwischen Qualifikation und Kultur. Gleichwohl ist zu fragen: Was macht den Mathematikunterricht bildend? Mögliche Antworten erfordern eine gedankliche Bewegung von allgemeinen Charakteristika von Bildung zu bildungsrelevanten Aufgaben des realen Mathematikunterrichts.

Suggested Citation

  • Michael Neubrand & Katja Lengnink, 2023. "Bildungstheoretische Grundlagen des Mathematikunterrichts," Springer Books, in: Regina Bruder & Andreas Büchter & Hedwig Gasteiger & Barbara Schmidt-Thieme & Hans-Georg Weigand (ed.), Handbuch der Mathematikdidaktik, edition 2, chapter 0, pages 57-82, Springer.
    • Handle: RePEc:spr:sprchp:978-3-662-66604-3_3
    DOI: 10.1007/978-3-662-66604-3_3
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