期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2014
卷号：10
期号：4
页码：313-327
DOI：10.12973/eurasia.2014.1085a
出版社：Pamukkale Univ Dept Sci Education
摘要：How do students learn to explain? We take this exemplary research question for present-ing two antagonist traditions in German mathematics education research and their synthe¬sis in an ongoing video study. These two traditions are (1) the German Didaktik approach that can be characterized by its epistemologically sensitive analyses and specifications of mathematical contents, and (2) the interactionist approach. By presenting the theoretical framework and some empirical insights, the article shows that learning to explain can be conceptualized as increasingly participating in navigating practices through different epis¬temic fields.
关键词：Mathematics Education; Interactionism; Didaktik approach; Explaining Prac-tices; Video Study
