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 research and theoretical work, supported by mainly qualitative empirical social research.
„Most educational research describes or evaluates education as it currently is. So-
me educational research analyzes education as it was. Design research, however, is
about education as it could be or even as it should be” (Bakker, 2018, p. 3; cited in Reinmann et al., p. 9)
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).
Bakker, A. (2018). Design research in education. A practical guide for early career
researcher. Routledge.
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
Dube, J. & Hußmann, S. (2019). Fachdidaktische Entwicklungsforschung (Design Research). Theorie- und empiriegeleitete Gestaltung von Unterrichtspraxis. In. K. Sommer, C. Mattiesson, & C. Priebe (eds.), Früher Bildungsdialog - Wissenschaftskommunikation zwischen Bil-dungsforschung und Schule. (pp. 18-37). Klinkhardt.
Prediger, S. (2019). Design-Research in der gegenstandsspezifischen Professio-
nalisierungsforschung – Ansatz und Einblicke in Vorgehensweisen und Resultate. In T. Leuders, E. Christophel, M. Hemmer, F. Korneck & P. Labudde (Hrsg.), Fachdidaktische Forschung zur Lehrerbildung (S. 11-34). Waxmann.
Reinmann, G., Herzberg, D., & Brase, A. (2024). Forschendes Entwerfen: Design-Based Research in der Hochschuldidaktik. (Zukunft der Hochschule, 7). Bielefeld: transcript Verlag. https://doi.org/10.14361/9783837674248
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
