Inhaltszusammenfassung

Students encounter functional relationships in almost every grade. Nonetheless, they often experience difficulties when dealing with functions and show misconceptions. The prevalent numerical approaches to the topic in school practice lead to a pointwise view of functions which contributes to these problems. Experimental approaches have proven to be beneficial for functional thinking, with simulations inducing greater learning gains than experiments with real material. A closer look at these ...Students encounter functional relationships in almost every grade. Nonetheless, they often experience difficulties when dealing with functions and show misconceptions. The prevalent numerical approaches to the topic in school practice lead to a pointwise view of functions which contributes to these problems. Experimental approaches have proven to be beneficial for functional thinking, with simulations inducing greater learning gains than experiments with real material. A closer look at these two methods reveals that each of them promotes a different aspect of functional thinking. The study presented here deals with the question of how both methods can be combined beneficially and proposes two different approaches.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Erziehung, Schul- und Bildungswesen