Commentary 3 on Re-conceptualizing Mathematics Education as a Design Science

AbstractIn mathematics education, theories of teaching and learning based on disciplines different from mathematics (“imported” theories) are widely dominating the field. This imbalance greatly reduces the impact of mathematics education both on teacher education and on the teaching practice. In order to return to a balanced situation it is necessary to pay more attention to theories which are based on mathematics. As an example of such a “homegrown” theory, the paper presents the structure-genetic didactical analysis, the research method of mathematics education conceived of as a “design science”.

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Understanding and Organizing Mathematics Education as a Design Science–Origins and New Developments

Connecting Mathematics and Mathematics Education ◽

10.1007/978-3-030-61570-3_14 ◽

2020 ◽

pp. 265-285

Author(s):

Erich Christian Wittmann

Keyword(s):

Mathematics Education ◽

Teaching And Learning ◽

Design Science ◽

List Type ◽

Developmental Research ◽

New Developments ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Recent Developments ◽

Natural Foundation

AbstractThe objective of this paper is to revisit briefly the conception of mathematics education as a design science as it has been evolving alongside the developmental research in the project Mathe 2000 from 1987 to 2012 to report in some detail on recent developments, as concerns both conceptual and practical issues. The paper is a plea for appreciating and (re-)installing “well-understood mathematics” as the natural foundation for teaching and learning mathematics.

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Commentary to Lesh and Sriraman: Mathematics education as a design science

ZDM ◽

10.1007/bf02655909 ◽

2006 ◽

Vol 38 (1) ◽

pp. 73-76 ◽

Cited By ~ 1

Author(s):

Claus Michelsen

Keyword(s):

Mathematics Education ◽

Design Science

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