The main focus of the research group is empirical studies of mathematical teaching and learning processes. The key concern in mathematics education is the study of mathematical thought processes in relation to central mathematical topics. In particular, the role of language in learning mathematics is of interest. From a semiotic perspective, mathematical sign activity and communication about it are regarded as essential aspects of mathematical activity and learning. From the perspective of the philosophers Wittgenstein and Peirce, mathematics can be viewed as a sign game on the one hand, while on the other hand, experiments with signs enable observable, communicable and describable thinking. To this end, a qualitative analysis method was developed that visualises the interplay between learners' sign activity and their communication about it, and in particular reconstructs the line of argumentation.
In addition, the method of imaginary dialogues, a form of writing in mathematics lessons, was developed and researched in order to analyse mathematical thought processes. In addition to theoretical groundwork on the use of this method in didactic research and in mathematics lessons, the practical use of imaginary dialogues in schools and universities is being investigated.
Further research relates to the special features of learning mathematics in sign language. Here, differences in learning mathematics in spoken or sign language are examined and practical, digitally supported learning environments are designed. This research is relevant for sign language-oriented learners as well as for spoken language-oriented learners in terms of the role of gestures in mathematics education. In addition to the research topics mentioned, mathematical picture books are being developed as an early introduction to mathematics.
The research group is part of the Kompetenzzentrum Hochschuldidaktik Mathematik (khdm) [Competence Centre for University Didactics in Mathematics]. Current research project in collaboration with the research group of Prof. Dr. Reinhard Hochmuth:
- HALMA (Hochschulübergreifend Adaptive Lernwege Mathematik [Inter-university Adaptive Learning Pathways in Mathematics], joint project of the khdm)
