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What does it mean to be sensitive for the complexity of (problem oriented) teaching?

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Standard

What does it mean to be sensitive for the complexity of (problem oriented) teaching? / Fritzlar, Torsten.
Problem solving in mathematics education: Proceedings of ProMath Conference 08.- 11.09.2005 at the University Debrecen, Hungary.. ed. / Tünde Kántor. Debrecen: University of Debrecen, 2006. p. 21-29.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Harvard

Fritzlar, T 2006, What does it mean to be sensitive for the complexity of (problem oriented) teaching? in T Kántor (ed.), Problem solving in mathematics education: Proceedings of ProMath Conference 08.- 11.09.2005 at the University Debrecen, Hungary.. University of Debrecen, Debrecen, pp. 21-29, 6th International ProMath Conference - ProMath 2005, Debrecen, Hungary, 08.09.05. <http://webdoc.urz.uni-halle.de/dl/287/pub/ProMath2005.pdf>

APA

Fritzlar, T. (2006). What does it mean to be sensitive for the complexity of (problem oriented) teaching? In T. Kántor (Ed.), Problem solving in mathematics education: Proceedings of ProMath Conference 08.- 11.09.2005 at the University Debrecen, Hungary. (pp. 21-29). University of Debrecen. http://webdoc.urz.uni-halle.de/dl/287/pub/ProMath2005.pdf

Vancouver

Fritzlar T. What does it mean to be sensitive for the complexity of (problem oriented) teaching? In Kántor T, editor, Problem solving in mathematics education: Proceedings of ProMath Conference 08.- 11.09.2005 at the University Debrecen, Hungary.. Debrecen: University of Debrecen. 2006. p. 21-29

Bibtex

@inbook{8ec546bc49414577a41a3d426e9f9bc6,
title = "What does it mean to be sensitive for the complexity of (problem oriented) teaching?",
abstract = "Teaching is complex. And often requested problem oriented mathematics instruction is even more complex than traditional instruction. From that special demands on the teacher and because of that on teacher education arise. At least teacher education at university should include attempts to sensitize becoming teachers for the complexity of (problem oriented) mathematics instruction first. For development and testing of new complementing elements of education, there has to be constructed a diagnostic instrument and to be elaborated more precisely, what is meant by sensitivity for complexity. First results will be given in this article.",
keywords = "Didactics of Mathematics",
author = "Torsten Fritzlar",
year = "2006",
language = "English",
isbn = "963-472-977-0",
pages = "21--29",
editor = "T{\"u}nde K{\'a}ntor",
booktitle = "Problem solving in mathematics education",
publisher = "University of Debrecen",
address = "Hungary",
note = "6th International ProMath Conference - ProMath 2005, ProMath 2005 ; Conference date: 08-09-2005 Through 11-09-2005",
url = "http://webdoc.urz.uni-halle.de/dl/287/pub/ProMath2005.pdf, http://promath.org/formermeetings.html",

}

RIS

TY - CHAP

T1 - What does it mean to be sensitive for the complexity of (problem oriented) teaching?

AU - Fritzlar, Torsten

N1 - Conference code: 6

PY - 2006

Y1 - 2006

N2 - Teaching is complex. And often requested problem oriented mathematics instruction is even more complex than traditional instruction. From that special demands on the teacher and because of that on teacher education arise. At least teacher education at university should include attempts to sensitize becoming teachers for the complexity of (problem oriented) mathematics instruction first. For development and testing of new complementing elements of education, there has to be constructed a diagnostic instrument and to be elaborated more precisely, what is meant by sensitivity for complexity. First results will be given in this article.

AB - Teaching is complex. And often requested problem oriented mathematics instruction is even more complex than traditional instruction. From that special demands on the teacher and because of that on teacher education arise. At least teacher education at university should include attempts to sensitize becoming teachers for the complexity of (problem oriented) mathematics instruction first. For development and testing of new complementing elements of education, there has to be constructed a diagnostic instrument and to be elaborated more precisely, what is meant by sensitivity for complexity. First results will be given in this article.

KW - Didactics of Mathematics

M3 - Article in conference proceedings

SN - 963-472-977-0

SP - 21

EP - 29

BT - Problem solving in mathematics education

A2 - Kántor, Tünde

PB - University of Debrecen

CY - Debrecen

T2 - 6th International ProMath Conference - ProMath 2005

Y2 - 8 September 2005 through 11 September 2005

ER -

Other publications by the same author(s)

Zu Fähigkeiten von Grundschulkindern im Umgang mit Verhältnissen

Rink, R. & Fritzlar, T., 2010, Beiträge zum Mathematikunterricht 2010: Vorträge auf der 44. Tagung für Didaktik der Mathematik. Lindmeier, A. & Ufer, S. (eds.). WTM - Verlag für wissenschaftliche Texte und Medien, Vol. 2. p. 693-696 4 p.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Doppelpräsentationen und mathematische Begabung im Grundschulalter: theoretische Aspekte und praktische Erfahrungen

Fritzlar, T. & Heinrich, F., 2010, Kompetenzen mathematisch begabter Grundschulkinder erkunden und fördern. Fritzlar, T. & Heinrich, F. (eds.). Offenburg: Mildenberger Verlag, p. 25-44 20 p.

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Einführung

Fritzlar, T. & Heinrich, F., 2010, Kompetenzen mathematisch begabter Grundschulkinder erkunden und fördern. Fritzlar, T. & Heinrich, F. (eds.). Offenburg: Mildenberger Verlag, p. 5-10 6 p.

Research output: Contributions to collected editions/works › Other › Research

Ein Wochenendcamp als fächerverbindendes Förderangebot für interessierte und begabte Grundschulkinder

Ertel, H. & Fritzlar, T., 2010, Kompetenzen mathematisch begabter Grundschulkinder erkunden und fördern. Fritzlar, T. & Heinrich, F. (eds.). Offenburg: Mildenberger Verlag, p. 183-201 19 p.

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Kompetenzen mathematisch begabter Grundschulkinder erkunden und fördern

Fritzlar, T. (Editor), 2010, 1. Aufl. ed. Offenburg: Mildenberger Verlag. 208 p.

Research output: Books and anthologies › Collected editions and anthologies › Research

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