Universität Augsburg

Professor Dr. Heidi Stromskag
Norwegian University of Science and Technology
spricht am
Montag, 10. Juli 2017
um
17:30 Uhr
im
Raum 1010 (L1)
über das Thema:
Abstract: 
In this talk I will present a theoretical analysis of a proposed model for instructional design, where tasks are embedded in situations that preserve meaning with respect to particular pieces of mathematical knowledge. The model is structured into four phases: epistemological analysis; development of an epistemological model; implementation; and, institutionalisation. The methodology is rooted in the Theory of Didactical Situations in Mathematics, and is built on two principles: the target knowledge should be the (in some sense) optimal solution to a task embedded in a situation; and, the milieu of the situation should provide feedback to students, whether their responses are adequate with respect to the target knowledge. These principles put the generic and epistemic student at the centre of instructional design in the way the focal point is on the student’s opportunities to develop the knowledge aimed at—from an epistemological viewpoint. Through the concept of an epistemological model, the methodology enables a deeper understanding of one of the phases of didactical engineering: conception and a priori analysis. I will present data to support the viability of the proposed model. The data are from an empirical investigation of student teachers’ engagement with a situation at a Norwegian university college, where the target knowledge is a theorem in elementary number theory. 
Hierzu ergeht herzliche Einladung. 
Prof. Dr. Reinhard Oldenburg 