La formazione degli insegnanti di matematica in Germania.

Ralph Schwarzkopf; Anna S. Steinweg

Bollettino dell'Unione Matematica Italiana (2006)

  • Volume: 9-A, Issue: 3-1, page 499-532
  • ISSN: 0392-4041

Abstract

top
In this paper the authors attempt is to give some general information about the German teacher education and the school system. Due to the opalescent formms of teacher education and schooling throughout Germany, we can only give an overall glance of the situatio. In detail we exemplify one form of techer education in the university of Dortmund. Within this detailed report, we focus on primary teacher education at university in the case of mathematics. We illustrate the important strands of mathematical and didactical education via some insight into specific courses given in Dortmund.

How to cite

top

Schwarzkopf, Ralph, and Steinweg, Anna S.. "La formazione degli insegnanti di matematica in Germania.." Bollettino dell'Unione Matematica Italiana 9-A.3-1 (2006): 499-532. <http://eudml.org/doc/289581>.

@article{Schwarzkopf2006,
abstract = {Nel presente articolo ci proponiamo di fornire alcune informazioni sul sistema scolastico e sulla formazione degli insegnati in Germania. Poiché gli ordinamenti ecolastici e le modalità di preparazione dei docenti sono estremamente variegate ci dobbiamo limitare ad una panoramica generale. Esporremo invece con maggior dettaglio il metodo di formazione adottato all'Università di Dortmund, dove lavoriamo entrambi come docenti di didattica della matematica nei corsi di preparazione all'insegnamento. Ci concentreremo sulla formazione matematica e didattica degli insegnati di scuola primaria, illustrando alcuni corsi specifici tenuti nella nostra sede.},
author = {Schwarzkopf, Ralph, Steinweg, Anna S.},
journal = {Bollettino dell'Unione Matematica Italiana},
language = {ita},
month = {12},
number = {3-1},
pages = {499-532},
publisher = {Unione Matematica Italiana},
title = {La formazione degli insegnanti di matematica in Germania.},
url = {http://eudml.org/doc/289581},
volume = {9-A},
year = {2006},
}

TY - JOUR
AU - Schwarzkopf, Ralph
AU - Steinweg, Anna S.
TI - La formazione degli insegnanti di matematica in Germania.
JO - Bollettino dell'Unione Matematica Italiana
DA - 2006/12//
PB - Unione Matematica Italiana
VL - 9-A
IS - 3-1
SP - 499
EP - 532
AB - Nel presente articolo ci proponiamo di fornire alcune informazioni sul sistema scolastico e sulla formazione degli insegnati in Germania. Poiché gli ordinamenti ecolastici e le modalità di preparazione dei docenti sono estremamente variegate ci dobbiamo limitare ad una panoramica generale. Esporremo invece con maggior dettaglio il metodo di formazione adottato all'Università di Dortmund, dove lavoriamo entrambi come docenti di didattica della matematica nei corsi di preparazione all'insegnamento. Ci concentreremo sulla formazione matematica e didattica degli insegnati di scuola primaria, illustrando alcuni corsi specifici tenuti nella nostra sede.
LA - ita
UR - http://eudml.org/doc/289581
ER -

References

top
  1. BENDER, P., Two Cultures in the Educational System - and how Mathematics can Help Prospective (Primary School) Teachers to Overcome their Disparity. In: H.-G. WEIGAND (Ed.): Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Potsdam 2000. Hildesheim: Franzbecker2002, pp. 18-32. 
  2. DAVIS, P. J. - HERSH, REUBEN, The mathematical Experience. Boston: Birkhäuser (1981). Zbl0459.00001MR601591
  3. FAUST-SIEHL, G., et al., Die Zukunft beginnt in der Grundschule: Empfehlungen zur Neugestaltung der Primarstufe. Reinbek bei Hamburg: rororo, (1996). 
  4. FREUDENTHAL, H., HANS : Mathematics as an Educational Task. Dortdrecht: Reidel (1973). Zbl0246.00013MR462822
  5. HEFENDEHL-HEBEKER, L., On Aspects of Didactically Sensitive Understanding of Mathematics. In: H.-G. Weigand (Ed.): Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Bern 1999. Hildesheim: Franzbecker (2002), pp. 20-32. 
  6. VAN DEN HEUVEL-PANHUIZEN, M., Children Learn Mathematics. Freudenthal Institute, Utrecht University (2001). 
  7. JUNGWIRTH, H., et al., Interpretative Classroom Research in teacher education. In: H.-G. Weigand et al. (Eds): Developments in Mathematics Education in Germany. Selected papers from the annual conference on didactics of mathematics, Regensburg, 1996. Hildesheim: Franzbecker (2001), pp. 49-56. 
  8. KNOCHE, N. et al., Die Pisa-2000-Studie, einige Ergebnisse und Analysen. In: Journal für Mathematik-Didaktik23.3/4 (2002), pp. 159-202. 
  9. KRAUTHAUSEN, G., Lehren - Lernen - Lehren Lernen: Zur mathematikdidaktischen Lehrerbildung am Beispiel der Primarstufe. Leipzig, Stuttgart, Düsseldorf: Klett (1998). 
  10. MÜLLER, G. - GERHARD, N. - STEINBRING, HEINZ - WITTMANN, ERICH CH., Jenseits von PISA. Bildungsreform als Unterrichtsreform. Seelze: Kallmeyer (2002). 
  11. MÜLLER, G. - GERHARD, N. - STEINBRING, HEINZ - WITTMANN, ERICH CH.. (in print) Arithmetik als Prozess. Seelze: Kallmeyer. 
  12. MÜLLER, G., GERHARD, - WITTMANN, ERICH CH., Der Mathematikunterricht in der Primarstufe. 3, neu bearbeitete Auflage. Braunschweig: Vieweg (1984). 
  13. PETER-KOOP, A., From «Teacher Researchers» To «Student Teacher Researchers» -- Diagnostically Enriched Didactics. In: M. Panhuizen. (Ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (PME), Utrecht, The Netherlands, July 12-7, vol. 1/4: (2001), pp. 72-79. 
  14. RODEHÜSER, F., Epochen der Grundschulgeschichte. Bochum: D. Winkler (1987). 
  15. RÖSNER, E., Das Schulsystem in Deutschland: Kritische Befunde zur Schulstruktur der Sekundarstufen. Hamburg: Bergmann + Helbig Verlag (1999). 
  16. SCHERER, P. - STEINBRING, HEINZ, The Professionalisation of Mathematics Teachers' Knowledge - Teachers Commonly Reflect Feedbacks to Their Own Instruction Activity. In: Proceedings of the Third Conference of the European Society for Research in Mathematics Education, 28 February - 3 March 2003 in Bellaria, Italy. 
  17. SELTER, C., Johannes Künels zentrale Forderung nach «Organisation und Aktivität». Konsequenzen für den Mathematikunterricht und die Lehrerbildung. In: Mathematica Didactica, 15 (2), (1992), pp. 106-124. 
  18. Statistisches Bundesamt Deutschland: http://www.destatis.de/themen/d/thm_bildung.htm 
  19. E. TERHART (Ed.), Perspektiven der Lehrerbildung in Deutschland. Abschlussbericht der von der Kultusministerkonferenz eingesetzten Kommission «Lehrerbildung». Weinheim: Beltz (2000). 
  20. VIEBAHN, P., Teacher Education in Germany In: European Journal of Teacher Education, vol. 26.3 (2003), pp. 87-100. 
  21. VOIGT, J., Patterns and Routines in Classroom Interaction. In: Recherches en Didactique des Mathémathiques, 6(1) (1985), pp. 69-118. 
  22. WITTMANN, E. CH., Mathematics Education As a `Design Science'. In: Educational Studies in Mathematics, 29 (1995), pp. 355-374. 
  23. WITTMANN, E. CH., Drawing on the Richness of Elementary Mathematics in Designing Substantial Learning Environments. In: M. Panhuizen. (Ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (PME), Utrecht, July 12-17, vol. 1/4 (2001a), pp. 203-206. 
  24. WITTMANN, E. CH., Developing Mathematics Education in a Systemic Process. In: Educational Studies in Mathematics, 48 (2001b), pp. 1-20. 
  25. WITTMANN, E. CH., The Alpha and Omega of Teacher Education: Organizing Mathematical Activities. In: Holton, Derek (Ed.) Teaching and Learning of Mathematics at University Level. An ICMI Study. Dordrecht: Kluwer (2001c). 
  26. WITTMANN, E. CH. - MÜLLER, GERD N., Wann ist ein Beweis ein Beweis. In: P. Bender (Ed.): Theorie und Praxis. Festschrift für Heinrich Winter. Berlin: Cornelsen (1988), pp. 237-257. 
  27. WITTMANN, E. CH. - MÜLLER, GERD N., Handbuch produktiven. Band 1 und 2. Stuttgart: Klett (1994) 

NotesEmbed ?

top

You must be logged in to post comments.

To embed these notes on your page include the following JavaScript code on your page where you want the notes to appear.

Only the controls for the widget will be shown in your chosen language. Notes will be shown in their authored language.

Tells the widget how many notes to show per page. You can cycle through additional notes using the next and previous controls.

    
                

Note: Best practice suggests putting the JavaScript code just before the closing </body> tag.