bdim: Biblioteca Digitale Italiana di Matematica

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Referenza completa

Schwarzkopf, Ralph and Steinweg, Anna S.:
La formazione degli insegnanti di matematica in Germania.
Bollettino dell'Unione Matematica Italiana Serie 8 9-A (2006) —La Matematica nella Società e nella Cultura, fasc. n.3-1, p. 499-532, Unione Matematica Italiana (Italian)
pdf (417 Kb), djvu (348 Kb). | Zbl 1195.00050

Sunto

Nel presente articolo ci proponiamo di fornire alcune informazioni sul sistema scolastico e sulla formazione degli insegnati in Germania. Poiché gli ordinamenti ecolastici e le modalità di preparazione dei docenti sono estremamente variegate ci dobbiamo limitare ad una panoramica generale. Esporremo invece con maggior dettaglio il metodo di formazione adottato all'Università di Dortmund, dove lavoriamo entrambi come docenti di didattica della matematica nei corsi di preparazione all'insegnamento. Ci concentreremo sulla formazione matematica e didattica degli insegnati di scuola primaria, illustrando alcuni corsi specifici tenuti nella nostra sede.
Referenze Bibliografiche
P. BENDER, Two Cultures in the Educational System - and how Mathematics can Help Prospective (Primary School) Teachers to Overcome their Disparity. In: H.-G. WEIGAND (Ed.): Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Potsdam 2000. Hildesheim: Franzbecker 2002, pp. 18-32.
P. J. DAVIS - REUBEN HERSH, The mathematical Experience. Boston: Birkhäuser (1981). | MR 601591 | Zbl 0459.00001
G. FAUST-SIEHL, et al., Die Zukunft beginnt in der Grundschule: Empfehlungen zur Neugestaltung der Primarstufe. Reinbek bei Hamburg: rororo, (1996).
H. FREUDENTHAL, HANS : Mathematics as an Educational Task. Dortdrecht: Reidel (1973). | MR 462822 | Zbl 0246.00013
L. HEFENDEHL-HEBEKER, On Aspects of Didactically Sensitive Understanding of Mathematics. In: H.-G.Weigand (Ed.): Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Bern 1999. Hildesheim: Franzbecker (2002), pp. 20-32.
M. VAN DEN HEUVEL-PANHUIZEN, Children Learn Mathematics. Freudenthal Institute, Utrecht University (2001).
H. JUNGWIRTH, et al., Interpretative Classroom Research in teacher education. In: H.-G.Weigand et al. (Eds): Developments in Mathematics Education in Germany. Selected papers from the annual conference on didactics of mathematics, Regensburg, 1996. Hildesheim: Franzbecker (2001), pp. 49-56.
N. KNOCHE et al., Die Pisa-2000-Studie, einige Ergebnisse und Analysen. In: Journal für Mathematik-Didaktik 23.3/4 (2002), pp. 159-202.
G. KRAUTHAUSEN, Lehren - Lernen - Lehren Lernen: Zur mathematikdidaktischen Lehrerbildung am Beispiel der Primarstufe. Leipzig, Stuttgart, Düsseldorf: Klett (1998).
G. MÜLLER - GERHARD. N. - HEINZ STEINBRING - ERICH CH. WITTMANN, Jenseits von PISA. Bildungsreform als Unterrichtsreform. Seelze: Kallmeyer (2002).
G. MÜLLER - GERHARD. N. - HEINZ STEINBRING - ERICH CH. WITTMANN. (in print) Arithmetik als Prozess. Seelze: Kallmeyer.
G. MÜLLER, GERHARD - ERICH CH. WITTMANN, Der Mathematikunterricht in der Primarstufe. 3, neu bearbeitete Auflage. Braunschweig: Vieweg (1984).
A. PETER-KOOP, From «Teacher Researchers» To «Student Teacher Researchers» -- Diagnostically Enriched Didactics. In: M. Panhuizen. (Ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (PME), Utrecht, The Netherlands, July 12-7, vol. 1/4: (2001), pp. 72-79.
F. RODEHÜSER, Epochen der Grundschulgeschichte. Bochum: D. Winkler (1987).
E. RÖSNER, Das Schulsystem in Deutschland: Kritische Befunde zur Schulstruktur der Sekundarstufen. Hamburg: Bergmann + Helbig Verlag (1999).
P. SCHERER - HEINZ STEINBRING, The Professionalisation of Mathematics Teachers' Knowledge - Teachers Commonly Reflect Feedbacks to Their Own Instruction Activity. In: Proceedings of the Third Conference of the European Society for Research in Mathematics Education, 28 February - 3 March 2003 in Bellaria, Italy.
C. SELTER, Johannes Künels zentrale Forderung nach «Organisation und Aktivität». Konsequenzen für den Mathematikunterricht und die Lehrerbildung. In: Mathematica Didactica, 15 (2), (1992), pp. 106-124.
Statistisches Bundesamt Deutschland: http://www.destatis.de/themen/d/thm_bildung.htm
E. TERHART (Ed.), Perspektiven der Lehrerbildung in Deutschland. Abschlussbericht der von der Kultusministerkonferenz eingesetzten Kommission «Lehrerbildung». Weinheim: Beltz (2000).
P. VIEBAHN, Teacher Education in Germany In: European Journal of Teacher Education, vol. 26.3 (2003), pp. 87-100.
J. VOIGT, Patterns and Routines in Classroom Interaction. In: Recherches en Didactique des Mathémathiques, 6(1) (1985), pp. 69-118.
E. CH. WITTMANN, Mathematics Education As a `Design Science'. In: Educational Studies in Mathematics, 29 (1995), pp. 355-374.
E. CH. WITTMANN, Drawing on the Richness of Elementary Mathematics in Designing Substantial Learning Environments. In: M. Panhuizen. (Ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (PME), Utrecht, July 12-17, vol. 1/4 (2001a), pp. 203-206.
E. CH. WITTMANN, Developing Mathematics Education in a Systemic Process. In: Educational Studies in Mathematics, 48 (2001b), pp. 1-20.
E. CH. WITTMANN, The Alpha and Omega of Teacher Education: Organizing Mathematical Activities. In: Holton, Derek (Ed.) Teaching and Learning of Mathematics at University Level. An ICMI Study. Dordrecht: Kluwer (2001c).
E. CH. WITTMANN - GERD N. MÜLLER, Wann ist ein Beweis ein Beweis. In: P. Bender (Ed.): Theorie und Praxis. Festschrift für Heinrich Winter. Berlin: Cornelsen (1988), pp. 237-257.
E. CH. WITTMANN - GERD N. MÜLLER, Handbuch produktiven. Band 1 und 2. Stuttgart: Klett (1994)

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