Ziele und M\"oglichkeiten des Einsatzes von Knowledge-Maps in mathematik-historischen Veranstaltungen

TL;DR

This paper explores the use of Knowledge-Maps in teaching history of mathematics to enhance meaningful learning and facilitate oral exams, based on practical experiences and an exploratory study.

Contribution

It introduces practical applications of Knowledge-Maps in mathematics-historical education and reports on an exploratory study evaluating their effectiveness.

Findings

Knowledge-Maps support meaningful learning in history of mathematics.

They facilitate oral examinations effectively.

Practical experiences suggest benefits in teaching contexts.

Abstract

The multi-layered nature of societal developments poses a challenge in the teaching and learning of history of mathematics. As an attempt to tackle this challenge we experimented with the use of Knowledge-Maps. The focus of our interest lies on the use of these Maps to support meaningful learning (Ausubel, 2000) as well as on their role as facilitating tools in oral exams. In this article we seek to relay practical experiences we have made with Knowledge-Maps in our teaching and to report findings of an exploratory study we conducted in a seminar about history of mathematics.