The research interests at the Professorship for Didactics of Mathematics lie in the context of a connecting and defragmenting teaching and research paradigm both in the area of design based research and theoretical work, and in the (especially qualitative) empirical social research. In the area of secondary and tertiary education research is mainly concerned with networking and giftedness aspects, as well as digital tools, the history of mathematics, narrative didactics and notions of mathematics. In primary education, the focus is on inclusive talent development.
The central research desideratum of inclusive, defragmenting and connecting didactics can be found in different forms in the individual research fields.
More details on the research areas can be found on the linked subpages of the individual research areas, the project pages and the associated publications (professorship holder).
Bikner-Ahsbahs, A., Knipping, C., & Presmeg, N. (Eds.). (2015). Approaches to Qualitative Research in Mathematics Education – Examples of Methodology and Methods. Advances in Mathematics Education. Springer. https://doi.org/10.1007/978-94-017-9181-6
Sträßer, R. (2015). Mathematikdidaktik – mehr als das Design praktikabler Kurse für den Mathematikunterricht. Eine Replik auf Erich C. Wittmann. GDM-Mitteilungen, 99, 30–32.
Winter, H. (1985). „Reduktionistische Ansätze in der Mathematikdidaktik.“ Der Mathematikunterricht (MU) 31(5), 75–88.
Wittmann, E. C. (2015). Strukturgenetische didaktische Analysen – empirische Forschung „erster Art“. mathematica didactica, 38, 239–255. http://www.mathematica-didactica.com/altejahrgaenge/md_2015/md_2015_Wittmann_Stoffdidaktik.pdf
