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Das Implizite beim fundamentalen Lernen von Mathematik

In: Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität

Author

Listed:
  • Marcus Schütte

    (Universität Frankfurt)

  • Götz Krummheuer

    (Universität Frankfurt)

Abstract

Zusammenfassung In der deutschsprachigen mathematikdidaktischen Diskussion konkurrieren zwei als paradigmatisch einzuschätzende Ansätze über die theoretische Fundierung von Unterrichtsinnovation: der soziale Konstruktivismus und der kognitive Konstruktivismus. Es wird eine Charakterisierung dieser Ansätze mit Hilfe der antagonistischen Unterscheidung von Genetischem Interaktionismus und Genetischem Individualismus nach Miller (1986) vorgenommen. Dies erlaubt die „Gräben“ zwischen den beiden Paradigmen neu zu bewerten. Auf dieser Basis wird der Versuch einer Annäherung der beiden Positionen unternommen.

Suggested Citation

  • Marcus Schütte & Götz Krummheuer, 2012. "Das Implizite beim fundamentalen Lernen von Mathematik," Springer Books, in: Werner Blum & Rita Borromeo Ferri & Katja Maaß (ed.), Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität, edition 127, pages 357-366, Springer.
    • Handle: RePEc:spr:sprchp:978-3-8348-2389-2_36
    DOI: 10.1007/978-3-8348-2389-2_36
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