## 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

*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

*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

### Bibtex

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### 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 -