Literaturnachweis - Detailanzeige
Autor/inn/en | Patry, Jean-Luc; Schwetz, Herbert; Gastager, Angela |
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Titel | Wissen und Handeln. Lehrerinnen und Lehrer verändern ihren Mathematikunterricht. |
Quelle | In: Bildung und Erziehung, 53 (2000) 3, S. 271-286Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben 13; Tabellen 2; Grafiken 2 |
Sprache | deutsch; englische Zusammenfassung |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0006-2456; 2194-3834 |
Schlagwörter | Wissen; Empirische Untersuchung; Unterrichtsbeobachtung; Handlungskompetenz; Lehrer; Unterrichtsmethode; Unterrichtsprozess; Mathematikunterricht; Konstruktivismus; Projektbericht; Steiermark |
Abstract | Constructivist approaches have been claimed to be appropriate in teaching mathematics. A complex implementation strategy including the teachers' construction of their own lessons and intense co-operation among teachers yielded important changes both in the teachers' subjective theories as well as in their behaviors. The traditional teaching approach is not replaced by the constructivist one, rather, both approaches co-exist simultaneously. As the detailed observation reports by students using the lesson-interruption-method show, the teachers can teach traditionally or constructively upon request, and the differences between the two teaching approaches within the same person are quite substantial. Some conclusions with respect to constructivist teaching and to implementation are drawn. (DIPF/orig.) |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2002_(CD) |