Abstract
The empirical research questions formulated in Chapter 5 concern the effects of a teaching-learning arrangement on (RQ1) the mathematizing side and (RQ2) the reflective side of mathematical literacy, as well as (RQ3) the interplay of mathematizing and reflective activity. The three empirical Chapters 7, 8, and 9 each provide some elements of answers to the research questions. None of those chapters, however, can be precisely mapped to a single research question. Instead, Chapter 7 mainly focuses on the starting points of learners’ development by investigating their use of intuitive situative mathematizing concepts.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2018 Springer Fachmedien Wiesbaden GmbH, part of Springer Nature
About this chapter
Cite this chapter
Büscher, C. (2018). Developing Typical. In: Mathematical Literacy on Statistical Measures. Dortmunder Beiträge zur Entwicklung und Erforschung des Mathematikunterrichts, vol 37. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-23069-2_7
Download citation
DOI: https://doi.org/10.1007/978-3-658-23069-2_7
Published:
Publisher Name: Springer Spektrum, Wiesbaden
Print ISBN: 978-3-658-23068-5
Online ISBN: 978-3-658-23069-2
eBook Packages: EducationEducation (R0)