Titlebook: Comparison of Mathematics and Physics Education I; Theoretical Foundati Simon Friedrich Kraus,Eduard Krause Book 2020 Springer Fachmedien W

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Mathematics in History – From an Empirical to a Formalistic Conceptionestion. In Euclid’s Elements (around 300 B.C.) for the first time in history a mathematical theory was developed in a systematical way. Euclid’s geometry was interpreted as a theory of our physical space, i.e. as an empirical theory describing and explaining phenomena of reality.

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Introductionining) is a scientific collaboration of the mathematics and physics educational research groups of the University of Siegen (Germany) and the Hanoi National University of Education (HNUE, Vietnam). The starting point for the project is the Vietnamese government’s efforts to convert the education sys

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Interdisciplinarity in School and Teacher Training Programsnt on a definition of STEM itself (Baker and Galanti (2017); Fullan (2016)). In the opinion of some authors, STEM can already be spoken of if only two disciplines from this area are integrated (Ríordáin, Johnston, & Walshe, 2016). The curricular integration of subjects has been investigated by educa

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Mathematics in History – From an Empirical to a Formalistic Conceptionestion. In Euclid’s Elements (around 300 B.C.) for the first time in history a mathematical theory was developed in a systematical way. Euclid’s geometry was interpreted as a theory of our physical space, i.e. as an empirical theory describing and explaining phenomena of reality.

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Abstraction as an Essential Characteristic of Modern Mathematics in the Paradigmatic Example of Fermgh, at school empirical illustrations in form of drawings or haptic material are often used by teachers merely to illustrate an abstract mathematical theory, pupils often develop a theory about the means of illustration, and thus an empirical theory (Burscheid & Struve, 2010). Such empirical mathema

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The Mathematization of Physics Throughout Historyere a fixed and generally comprehensible term (Winter, 2016). Occasionally mathematization is described as a translation into mathematics, but it is not clear when the border to mathematics is crossed. Is mathematization merely algebraization (in the sense of formalization) or is looking at a proble

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The Nature of Scienceons of both subjects, i.e. the discussion of what constitutes the individual sciences and how they come to their conclusions. Such meta-descriptions are also of high didactic relevance, since without them a genuine understanding of the nature of the disciplines cannot be achieved.