Sensitivity to complexity - an important prerequisite of problem solving mathematics teaching

Torsten Fritzlar

doi:10.1007/BF02652780

Sensitivity to complexity - an important prerequisite of problem solving mathematics teaching

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung

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Sensitivity to complexity - an important prerequisite of problem solving mathematics teaching. / Fritzlar, Torsten.

in: ZDM - Mathematics Education, Jahrgang 38, Nr. 6, 11.2006, S. 436-444.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung

Bibtex

@article{61728aa702ff460d85ed68d31c1b61be,

title = "Sensitivity to complexity - an important prerequisite of problem solving mathematics teaching",

abstract = "Teaching is deciding and acting in a complex system. If a teacher attempts to fulfil demands to teach mathematics with a stronger problem solving orientation, it becomes even more complex. This complexity must not be reduced arbitrarily. Instead, a sufficient degree of sensitivity is necessary to competently and flexibly deal with emerging demands on the teacher. In this article I provide an introduction to the concept of sensitivity to complexity of mathematics teaching and report on specific realistic and interactive diagnostic instruments. A particular focus is placed on a diagnostic interview about decision-making situations which could occur in a mathematics lesson. A first pilot study with student teachers from different German universities - briefly outlined in the last part of this article - suggests its suitability for gaining important indications of the agent's degree of sensitivity to complexity of problem solving mathematics teaching.",

keywords = "Didactics of Mathematics",

author = "Torsten Fritzlar",

note = "Parallel als Online-Ausg. erschienen unter der Adresse http://subs.emis.de/journals/ZDM/zdm066a2.pdf",

year = "2006",

month = nov,

doi = "10.1007/BF02652780",

language = "English",

volume = "38",

pages = "436--444",

journal = "ZDM - Mathematics Education",

issn = "1863-9690",

publisher = "Springer",

number = "6",

}

RIS

TY - JOUR

T1 - Sensitivity to complexity - an important prerequisite of problem solving mathematics teaching

AU - Fritzlar, Torsten

N1 - Parallel als Online-Ausg. erschienen unter der Adresse http://subs.emis.de/journals/ZDM/zdm066a2.pdf

PY - 2006/11

Y1 - 2006/11

N2 - Teaching is deciding and acting in a complex system. If a teacher attempts to fulfil demands to teach mathematics with a stronger problem solving orientation, it becomes even more complex. This complexity must not be reduced arbitrarily. Instead, a sufficient degree of sensitivity is necessary to competently and flexibly deal with emerging demands on the teacher. In this article I provide an introduction to the concept of sensitivity to complexity of mathematics teaching and report on specific realistic and interactive diagnostic instruments. A particular focus is placed on a diagnostic interview about decision-making situations which could occur in a mathematics lesson. A first pilot study with student teachers from different German universities - briefly outlined in the last part of this article - suggests its suitability for gaining important indications of the agent's degree of sensitivity to complexity of problem solving mathematics teaching.

AB - Teaching is deciding and acting in a complex system. If a teacher attempts to fulfil demands to teach mathematics with a stronger problem solving orientation, it becomes even more complex. This complexity must not be reduced arbitrarily. Instead, a sufficient degree of sensitivity is necessary to competently and flexibly deal with emerging demands on the teacher. In this article I provide an introduction to the concept of sensitivity to complexity of mathematics teaching and report on specific realistic and interactive diagnostic instruments. A particular focus is placed on a diagnostic interview about decision-making situations which could occur in a mathematics lesson. A first pilot study with student teachers from different German universities - briefly outlined in the last part of this article - suggests its suitability for gaining important indications of the agent's degree of sensitivity to complexity of problem solving mathematics teaching.

KW - Didactics of Mathematics

UR - http://www.scopus.com/inward/record.url?scp=79751499818&partnerID=8YFLogxK

U2 - 10.1007/BF02652780

DO - 10.1007/BF02652780

M3 - Journal articles

VL - 38

SP - 436

EP - 444

JO - ZDM - Mathematics Education

JF - ZDM - Mathematics Education

SN - 1863-9690

IS - 6

ER -