Titlebook: Networking of Theories as a Research Practice in Mathematics Education; Angelika Bikner-Ahsbahs,Susanne Prediger Book 2014 Springer Intern

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Angelika Bikner-Ahsbahs,Susanne Predigercal gamma camera is adopted using a special pinhole aperture to enhance spatial resolution [Simmons, 1988 Pinhole collimation is one of the techniques available for SPECT imaging.The usage of transgenic mice has evolved and has become more and more popular. Functions of genes are studied by over-exp

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Networking of Theories as a Research Practice in Mathematics Education

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Starting Points for Dealing with the Diversity of Theoriesns) for describing the theories involved. In Part II (Chaps. ., ., ., ., and .), the diversity of five theoretical approaches is presented; these approaches are compared and systematically put into a dialogue throughout the book. In Part III (Chaps. ., ., ., and .), four case studies of networking p

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Introduction to the Theory of Didactical Situations (TDS)investigating teaching and learning processes in mathematics, and for supporting didactical design. The theory is structured around the notions of a-didactical and didactical situations and includes a corpus of concepts relevant for teaching and learning in mathematics classrooms.

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Introduction to the Anthropological Theory of the Didactic (ATD)igating mathematical and didactic activities in terms of ., focusing on their components, dynamics, and the conditions that enable their existence and development in a given institutional setting. The main idea of the concept of praxeologies is that all human activities comprise and link two parts,

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Introduction to Abstraction in Context (AiC)f nested epistemic actions for investigating, at a micro-analytic level, learning processes which lead to new (to the learner) constructs (concepts, strategies, …). AiC posits three phases: the need for a new construct, the emergence of the new construct, and its consolidation.

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Introduction to the Theory of Interest-Dense Situations (IDS)est-dense situations and their epistemic and interest supporting character are shaped through social interactions in mathematics classes distinguishing three levels: the social interactions and how the participants are involved, the dynamic of the epistemic processes, and the attribution of mathemat