1. Theory versus Practice Revisiting an outstanding research problem in mathematics education The case of teacher professional development - from the view of a mathematician - Prof. Dr. Günter Törner, Universität Duisburg-Essen
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18. 5. Changing the challenge: The practice-theory-challenge The ‘practice side’ of our problem Mathematics Done Differently a German Initiative for Teachers‘ Professional Development
19.
20.
21.
22.
23. 6. Continuous Professional Development (CPD) Conflicting Contexts Professional development takes place in a field of tension Teachers‘ needs Educational demands „ Administration should ...“ „ Teachers should ...“
24.
25.
26.
27.
28.
29.
30. 7. Mathematics Done Differently Course Statistic Courses 20 Waiting list 30 In preparation 26 Scheduled courses 60 Performed courses Courses “on demand” 11 In preparation 5 Scheduled courses 7 Performed courses
I was asked to contribute and to participate, but the topic was not chosen by me. Nevertheless, so I regard the topic as a challenge, I approached the issue from a more theoretical point of view but also learnt that I often worked in this field, however not consciously being aware. In some sense my approach is genetic, the genetic principle - by the way - a very fruitful and important one in didactics. Thus I invite you to follow me - and I repeat myself: it is my intention to throw light on the theoretical aspects on the topic, but imminantly I apply the framework to an actual project in which I am involved.
![0. Contents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)