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Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World

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Edited By Gerd-Bodo von Carlsburg and Thomas Vogel

Dieser Band dokumentiert eine Reihe von Beiträgen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identität, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befähigung zu Identität ermöglichen.
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
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Mathematische Bildung auf der Fährte der Reproduzierbarkeit

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Karl Hayo Siemsen, Joachim Schwarz, Hayo Siemsen

Abstract (overview)

The trail of mathematics at the university, which we follow, consists of four sections. The first section shows, how strongly the vivid conceptualization and gestalt are statistically superior to a logicist approach (the ordering of concepts). What follows is a documentation in which two experienced professors in university mathematics are transmitting the topic closely following the logic of the topic. Their students are nevertheless in the end only 35% successful, a meager result. In the third section - after a year of coaching in vivid conceptualization, gestalt and the beginning at the point, which the students surely understand and the “jump of the colleagues into the cold water” -, already up to 65% of the students pass the exam at the first try with the same level of difficulty and the same preparation time. In the repeated test a total of 71% have passed, and one can see, how it is possible to get nearly 100% of success rate. Mathematical instruction does not have to become the horror of a natural-science, technological study. The students immediately reach a higher achievement of learning (and keep it also later), the teachers know after a year of coaching, how they have to adapt their teaching. The understanding of the concepts forming a Machian teaching, in order to consistently replicate it, will still take another one or two years for the teachers. The statistics is leading into this direction....

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