Empirische Theorien im Kontext der Mathematikdidaktik
Hans Joachim Burscheid, Horst Struve
TL;DR
This paper explores how empirical theories, based on Structuralist ideas, can clarify and specify key content areas in mathematics education through two methodologically distinct examples.
Contribution
It demonstrates the usefulness of empirical theories in mathematics didactics, providing a new approach to content specification.
Findings
Empirical theories help clarify mathematical content in didactics.
Methodologically diverse examples illustrate the approach.
Structuralist concepts are applicable in educational content analysis.
Abstract
At two examples dealt with in methodologically different ways it will be pointed out how the concept of an empirical theory (in the sense of the Structuralists) can be useful to specify contents relevant to maths didactics.
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Taxonomy
TopicsEducation Methods and Technologies · Sociology and Education Studies · Linguistic Education and Pedagogy