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Activity and Sign

Grounding Mathematics Education

  • Michael H.G. Hoffmann
  • Johannes Lenhard
  • Falk Seeger

Table of contents

  1. Front Matter
    Pages I-VII
  2. Michael H. G. Hoffmann, Johannes Lenhard, Falk Seeger
    Pages 1-7
  3. Michael Otte
    Pages 9-22
  4. Sign Processes

  5. Sign Processes in the Mathematics Classroom

    1. Maria G. Bartolini Bussi, Maria Alessandra Mariotti, Franca Ferri
      Pages 77-90
    2. Luis Radford
      Pages 137-152
  6. Mathematics Education as a Science

  7. Crossing Boundaries

    1. Bernd Fichtner
      Pages 179-190
    2. Rainer Bromme
      Pages 191-201
    3. Thomas Mies
      Pages 203-214
  8. History of Mathematics and Mathematics Education

  9. Making Philosophy of Mathematics Relevant

    1. Andreas Dress
      Pages 299-304
    2. Hermann Dinges
      Pages 305-311
    3. Johannes Lenhard
      Pages 313-323
    4. C. Ulises Moulines
      Pages 325-333
    5. Jean Paul Van Bendegen
      Pages 349-359
  10. Coda

    1. Roland Fischer
      Pages 361-378
  11. Back Matter
    Pages 379-389

About this book

Introduction

The advancement of a scientific discipline depends not only on the "big heroes" of a discipline, but also on a community’s ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers of mathematics education by bringing together all the new and fascinating perspectives, created through his career as a bridge builder in the field of interdisciplinary research and cooperation. The perspectives elaborated here are for the greatest part motivated by the impressing variety of Otte’s thoughts; however, the idea is not to look back, but to find out where the research agenda might lead us in the future.

This volume provides new sources of knowledge based on Michael Otte’s fundamental insight that understanding the problems of mathematics education – how to teach, how to learn, how to communicate, how to do, and how to represent mathematics – depends on means, mainly philosophical and semiotic, that have to be created first of all, and to be reflected from the perspectives of a multitude of diverse disciplines.

Keywords

Immanuel Kant epistemology knowledge mathematics education philosophy truth

Editors and affiliations

  • Michael H.G. Hoffmann
    • 1
  • Johannes Lenhard
    • 2
  • Falk Seeger
    • 2
  1. 1.Georgia Institute of TechnologyUSA
  2. 2.University of BielefeldGermany

Bibliographic information