Abstract
This is a commentary paper in the volume on “Teachings situations as object of research: empirical studies within theoretical perspectives”. An essential object of mathematics education research is the analysis of interactive teaching and learning processes in which mathematical knowledge is mediated and communicated. Such a research perspective on processes of mathematical interaction has to take care of the difficult relationship between mathematics education theory and everyday mathematics teaching practice. In this regard, the paper tries to relate the development in mathematics education research within the theory of didactical situations to developments in interaction theory and in the epistemological analysis of mathematical communication.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Baraldi, C., Corsi, G. and Esposito, E.: 1997, GLU. Glossar zu Niklas Luhmanns Theorie sozialer Systeme. Frankfurt am Main: Suhrkamp.
Bauersfeld, H.: 1978, ‘Kommunikationsmuster im Mathematikunterricht – Eine Analyse am Beispiel der Handlungsverengung durch Antworterwartung’, in H. Bauersfeld (ed.), Fallstudien und Analysen zum Mathematikunterricht, Schroedel, Hannover, pp. 158–170.
Bauersfeld, H.: 1988, ‘Interaction, Construction and Knowledge: Alternative Perspectives for Mathematics Education’, in D.A. Grouws, T.J. Cooney and D. Jones (eds.), Effective Mathematics Teaching, NCTM and Lawrence Erlbaum, Reston, Virginia, pp. 27–46.
Bazzini, L. (Ed.): 1994, Theory and Practice in Mathematics Education, Proceedings of the Fifth International Conference on Systematic Cooperation Between Theory and Practice in Mathematics Education, Grado, Italy, Padua, ISDAF.
Cobb, P. and Bauersfeld, H. (Eds.): 1995, The Emergence of Mathematical Meaning – Interaction in Classroom Cultures, Vol. 2, Lawrence Erlbaum Hillsdale, New Jersey.
Even, R. and Loewenberg Ball, D. (Eds.): 2003, ‘Connecting research, practise and theory in the development and study of mathematics education’, Educational Studies in Mathematics, Special Issue, 54, 2–3.
Foerster, H. von: 1993, Wissen und Gewissen: Versuch einer Brücke, Frankfurt am Main: Suhrkamp.
Glasersfeld, E. von (Ed.): 1991, Radical Constructivism in Mathematics Education, Kluwer Academic Publishers, Dordrecht, Boston, London.
Krummheuer, G.: 1984, ‘Zur unterrichtsmethodischen Diskussion von Rahmungsprozessen’, Journal für Mathematik Didaktik 5(4), 285–306.
Krummheuer, G.: 1998, ‘Formats of Argumentation in the Mathematics Classroom’, in H. Steinbring, M. G. B. Bussi and A. Sierpinska (eds.), Language and Communication in the Mathematics Classroom, National Council of Teachers of Mathematics, Reston, Virginia, pp. 223–234.
Luhmann, N.: 1996, ‘Takt und Zensur im Erziehungssystem’, in N. Luhmann and K.-E. Schorr (eds.), Zwischen System und Umwelt. Fragen an die Pädagogik, Suhrkamp, Frankfurt am Main, pp. 279–294.
Luhmann, N.: 1997, Die Gesellschaft der Gesellschaft, Suhrkamp, Frankfurt am Main.
Luhmann, N.: 2002, Einführung in die Systemtheorie, Carl-Auer-Systeme Verlag, Heidelberg.
Maier, H. and Voigt, J. (Eds.): 1991, Interpretative Unterrichtsforschung, Aulis, Köln.
Maturana, H.R. and Varela, F.J.: 1987, The Tree of Knowledge: The Biological Roots of Human Understanding, New Science Library, Boston, London.
Seeger, F. and Steinbring, H. (Eds.): 1992, ‘The dialogue between theory and practice in mathematics education: Overcoming the broadcast metaphor’, Proceedings of the Fourth Conference on Systematic Cooperation between Theory and Practice in Mathematics Education (SCTP). Brakel. (IDM Materialien und Studien 38). Bielefeld: IDM Universität Bielefeld.
Steinbring, H.: 1994, ‘Dialogue between theory and practice in mathematics education’, in R. Biehler, R.W. Scholz, R. Sträß er and B. Winkelmann (eds.), Didactics of Mathematics as a Scientific Discipline, Kluwer Academic Publishers, Dordrecht, pp. 89–102.
Steinbring, H.: 1998, ‘From ‘Stoffdidaktik’ to Social Interactionism: An evolution of approaches to the study of language and communication in German mathematics education research’, in H. Steinbring, M.G.B. Bussi and A. Sierpinska (eds.), Language and Communication in the Mathematics Classroom, National Council of Teachers of Mathematics, Reston, Virginia, pp. 102–119.
Steinbring, H.: 2000a, ‘Interaction analysis of mathematical communication in primary teaching: The epistemological perspective’, Zentralblatt für Didaktik der Mathematik 5, 138–148.
Steinbring, H.: 2000b, Epistemologische und sozial-interaktive Bedingungen der Konstruktion mathematischer Wissensstrukturen (im Unterricht der Grundschule). (Abschlussbericht zu einem DFG–Projekt), Dortmund: Universität, Dortmund.
Steinbring, H.: 2005, The Construction of New Mathematical Knowledge in Classroom Interaction – An Epistemological Perspective. Mathematics Education Library (MELI) Vol. 38, Springer, New York, Heidelberg.
Verstappen, P.F.L. (Ed.): 1988, Report of the Second Conference on Systematic Cooperation Between Theory and Practice in Mathematics Education, Enschede, S.L.O., Lochem/Netherlands.
Voigt, J.: 1994, ‘Negotiation of mathematical meaning and learning mathematics’, Educational Studies in Mathematics 26, 275–298.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Steinbring, H. Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints. Educ Stud Math 59, 313–324 (2005). https://doi.org/10.1007/s10649-005-4819-4
Issue Date:
DOI: https://doi.org/10.1007/s10649-005-4819-4