Table of contents

  1. Front Matter
    Pages i-viii
  2. Uwe Gellert, Lisa Hefendehl-Hebeker, Hans Niels Jahnke, Timo Leuders
    Pages 1-23 Open Access
  3. Lisa Hefendehl-Hebeker, Rudolf vom Hofe, Andreas Büchter, Hans Humenberger, Axel Schulz, Sebastian Wartha
    Pages 25-59 Open Access
  4. Marcus Nührenbörger, Bettina Rösken-Winter, Michael Link, Susanne Prediger, Anna Susanne Steinweg
    Pages 61-89 Open Access
  5. Katrin Vorhölter, Gilbert Greefrath, Rita Borromeo Ferri, Dominik Leiß, Stanislaw Schukajlow
    Pages 91-114 Open Access
  6. Hans Niels Jahnke (with a reaction by Michael N. Fried)
    Pages 115-140 Open Access
  7. Rolf Biehler (with a reaction by Mogens Niss)
    Pages 141-170 Open Access
  8. Angelika Bikner-Ahsbahs, Andreas Vohns
    Pages 171-200 Open Access
  9. Uwe Gellert, Götz Krummheuer
    Pages 201-222 Open Access
  10. Timo Leuders, Andreas Schulz
    Pages 223-247 Open Access
  11. Kristina Reiss, Andreas Obersteiner, Aiso Heinze, Ursula Itzlinger-Bruneforth, Fou-Lai Lin
    Pages 249-278 Open Access

About this book


This open access book shares revealing insights into the development of mathematics education research in Germany from 1976 (ICME 3 in Karlsruhe) to 2016 (ICME 13 in Hamburg). How did mathematics education research evolve in the course of these four decades? Which ideas and people were most influential, and how did German research interact with the international community?

These questions are answered by scholars from a range of fields and in ten thematic sections: (1) a short survey of the development of educational research on mathematics in German speaking countries (2) subject-matter didactics, (3) design science and design research, (4) modelling, (5) mathematics and Bildung 1810 to 1850, (6) Allgemeinbildung, Mathematical Literacy, and Competence Orientation (7) theory traditions, (8) classroom studies, (9) educational research and (10) large-scale studies. During the time span presented here, profound changes took place in German-speaking mathematics education research. Besides the traditional fields of activity like subject-matter didactics or design science, completely new areas also emerged, which are characterized by various empirical approaches and a closer connection to psychology, sociology, epistemology and general education research.

Each chapter presents a respective area of mathematics education in Germany and analyzes its relevance for the development of the research community, not only with regard to research findings and methods but also in terms of interaction with the educational system. One of the central aspects in all chapters concerns the constant efforts to find common ground between mathematics and education. In addition, readers can benefit from this analysis by comparing the development shown here with the mathematical education research situation in their own country.


mathematics education design science subject-matter didactics Allgemeinbildung and Mathematical Literacy education research in mathematics large-scale studies in mathematics theories in mathematics education mathematics theory traditions mathematics in German Traditions in mathematics education mathematics education research Didactic of mathematics in Germany Design research subject-specific research mathematical modelling learning and teaching mathematics mathematics classroom studies Open Access

Editors and affiliations

  • Hans Niels Jahnke
    • 1
  • Lisa Hefendehl-Hebeker
    • 2
  1. 1.Faculty of mathematicsUniversity of Duisburg-EssenEssenGermany
  2. 2.Faculty of mathematicsUniversity of Duisburg-EssenEssenGermany

Bibliographic information

  • DOI
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2019
  • License CC BY
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-030-11068-0
  • Online ISBN 978-3-030-11069-7
  • Series Print ISSN 2520-8322
  • Series Online ISSN 2520-8330
  • Buy this book on publisher's site