Contents
Introduction
Sebastian Rezat, Mathias Hattermann
Part I
Introduction to Part I
Sebastian Rezat, Mathias Hattermann
1 How 18th Century Mathematics was Transformed into 19th Century School Curricula
Heike Renate Biermann, Hans Niels Jahnke
2 A Framework for Examining the Transformation of Mathematics and Mathematics Learning in the Transition from School to University: An Analysis of German Textbooks from Upper Secondary School and the First Semester
Maike Vollstedt, Aiso Heinze, Kristin Gojdka and Stefanie Rach
3 Knowledge Transformation between Secondary School and University Mathematics
Oliver Deiser, Kristina Reiss
4 Student Transition to University Mathematics Education: Transformations of People, Tools and Practices
Birgit Pepin
5 Overcoming the Gap between University and School Mathematics: The Impact of an Innovative Programme in Mathematics Teacher Education at the Justus-Liebig-University in Giessen
Gabriele Kaiser, Nils Buchholtz
6 Mathematical Moments in a Human Life: Narratives on Transformation
Barbro Grevholm
Discussion to Part I
Transitions in Learning Mathematics as a Challenge for People and Institutions
Rolf Biehler
Part II
Introduction to Part II
Sebastian Rezat, Mathias Hattermann
7 Constructing Knowledge by Transformation: Diagrammatic Reasoning in Practice
Gert Kadunz
8 Transforming Images in a DGS: The Semiotic Potential of the Dragging Tool for Introducing the Notion of Conditional Statement
Maria Alessandra Mariotti
9 Dynamic Representations of Complex Numbers: Opportunities to Learn in Teacher Training
Reinhard Hölzl
10 Dynamic and Tangible Representations in Mathematics Education
Colette Laborde, Jean-Marie Laborde
11 The Role of Social Aspects of Teaching and Learning in Transforming Mathematical Activity: Tools, Tasks, Individuals and Learning Communities
Vince Geiger
12 Designing a Simulator in Building Trades to Transform Vocational Education
Annie Bessot
Discussion to Part II
Discussion I from an Epistemological Point of View: Representing and Meaning-making: The Transformation of Transformation
Falk Seeger
Discussion II from a Technological Point of View: Digital Technologies and Transformation in Mathematics Education
Rosamund Sutherland
Part III
Introduction to Part III
Sebastian Rezat, Mathias Hattermann
13 From Proof Image to Formal Proof – a Transformation
Tommy Dreyfus, Ivy Kidron
14 Elementary Stochastic Seeing in Primary Mathematics Classrooms – Epistemological Foundation and Empirical Evaluation of a Theoretical Construct
Judith Stanja, Heinz Steinbring
15 Understanding Geometric Work through its Development and its Transformations
Alain Kuzniak
16 Small Steps to Promote “Mathematical Literacy”
Lothar Profke
17 Transformation as a Fundamental Concept in Arithmetical Competence Modelling: An Example of Informatical Educational Science
Josephus Klep
Discussion to Part III
Fundamental Ideas of Didactics – Reactions to the Suggested Meta-Theoretical Construct for Reflecting and Connecting Theories
Susanne Prediger
Epilogue
Rudolf Sträßer
