Computereinsatz und Simulation als Instrumente eines Problemorientierten Mathematikunterrichts - Strategien, Überlegungen, Erfahrungen
Robert Müller (1984): Computereinsatz und Simulation als Instrumente eines Problemorientierten Mathematikunterrichts - Strategien, Überlegungen, Erfahrungen. Dissertation, Universität Wien.
Begutachtet durch Hans-Christian Reichel und Siegfried Grosser.
The triumphal march of the computer has not stopped at the schools’ gates. This fact necessitates both the investigation of the way in which the computer influences the educational system and results in a rethinking of the position of the formal sciences. This thesis tries to make a practical contribution to mathematical education. The synopsis of some critiques as well as an analysis of the demands of the formal sciences and mathematical teaching gave rise to the following theory: “The deficiencies in our usual way of teaching chiefly come from an intolerable abridgement of the process of cognition”. Such an attitude seems rather problematic, however, if faced with the opinion which descends from the connection between an ‘evolutionary’ theory of cognition and the methods of the ‘formal’ sciences: “‘mathematics’ has to be the simplification as well as the consequent continuation and generalisation of the fundamental principles of our way to winning cognition.” Therefore – at the same time at theoretical and practical level – the core of this thesis is to prove that the computer and the simulation-method are instruments which give us a greater chance to show and pursue mathematics in accordance with its real nature.