Inferentialism in mathematics and statistics education (selection)

 

2019

Seidouvy, A., & Schindler, M. (2019). An inferentialist account of students' collaboration in mathematics education. Mathematics Education Research Journal, 1-21 (Online First). doi: 10.1007/s13394-019-00267-0

Seidouvy, A., Helenius, O., & Schindler, M. (2019). Authority in students' peer collaboration in statistics: An empirical study based on inferentialism. Nordic Studies in Mathematics Education, 24(2), 25-48.

2018

Schindler, M., & Seidouvy, A. (2018). Informal inferential reasoning and the social: Understanding students' informal inferences through an inferentialist epistemology. In G. Burril & D. Ben-Zvi (Hrsg.), Topics and Trends in Current Statistics Education Research: International Perspectives (S. 153-171). New York: Springer. doi: 10.1007/978-3-030-03472-6_7 

Nilsson, P., Schindler, M., & Bakker, A. (2018). The nature and use of theories in statistics education. In D. Ben-Zvi, J. Garfield, & K. Makar (Hrsg.), International Handbook of Research in Statistics Education (S. 359-386). New York: Springer. doi: 10.1007/978-3-319-66195-7_11

Nilsson, P., & Schindler, M. (2018). The nature and use of theories in statistics education-looking back and looking forward. In M. A. Sorto, A. White, & L. Guyot (Hrsg.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, July, 2018),Kyoto, Japan. Voorburg, The Netherlands: International Statistical Institute. Retrieved from: https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_1G1.pdf (S. 1-6)

Hußmann, S., Schacht, F., & Schindler, M. (2018). Tracing conceptual development in mathematics. Epistemology of webs of reason. Mathematics Education Research Journal, 1-17 (Online First). doi: 10.1007/s13394-018-0245-7

Schindler, M. (2018). Epistemological considerations inspired by inferentialism with respect to learning difficulties. Paper presented atthe symposium "Inferentialism goes educational" (Chairs: A. Bakker & M. Schindler), EARLI SIG17 and SIG25 Conference "Dialogue between ontology and epistemology", August 27-28, Cambridge, UK.

Seidouvy, A., Helenius, O., & Schindler, M. (2018). Data generation in statistics - both procedural and conceptual. An inferentialist analysis. In J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren & O. Olande (Hrsg.), Perspectives on professional development of mathematics teachers. Proceedings of MADIF 11 (S. 191-200). Göteborg, Schweden: SMDF.

2017

Schindler, M., Hußmann, S., Nilsson, P., & Bakker, A. (2017). Sixth-grade students' reasoning on the order relation of integers as influenced by prior experience: An inferentialist analysis. Mathematics Education Research Journal; doi: 10.1007/s13394-017-0202-x

Schindler, M., Mackrell, K., Pratt, D., & Bakker, A. (2017). Applying contemporary philosophy in mathematics and statistics education: The perspective of inferentialism. In G. Kaiser (Hrsg.), Proceedings of the 13th International Congress on Mathematical Education (S. 685-686). Cham, Schweiz: Springer.

Nilsson, P., Schindler, M., & Seidou, A. (2017). Inferentialism-a social pragmatic perspective on conceptual teaching and understanding in mathematics. In J. Häggström, E. Norén, J. van Bommel, J. Sayers, O. Helenius, & Y. Liljekvist (Hrsg.). ICT in mathematics education: the future and the realities. Proceedings of MADIF 10. The tenth research seminar of the Swedish Society for Research in Mathematics Education (S. 129-134). Göteborg, Schweden: NCM/Göteborgs universitet.

2016

Schindler, M., & Joklitschke, J. (2016). Designing tasks for mathematically talented students. In K. Krainer & N. Vondrová (Hrsg.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9) (S. 1066-1072). https://hal.archives-ouvertes.fr/hal-01287313/document

Schindler, M., & Seidou, A. (2016). Inferentialism in statistics education research. Paper presented at the 13th International Congress on Mathematical Education (ICME-13), Hamburg 2016.

Earlier

Schindler, M. (2014). Auf dem Weg zum Begriff der negativen Zahl. Empirische Studie zur Ordnungsrelation für ganze Zahlen aus inferentieller Perspektive. Wiesbaden: Springer+Spektrum.

Schindler, M. & Hußmann, S. (2013). About students' individual concepts of negative integers - in terms of the order relation. In B. Ubuz, C. Hacer, & M. A. Mariotti (Hrsg.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8) (S. 373-382). http://www.mathematik.uni-dortmund.de/~erme/doc/CERME8/CERME8_2013_Proceedings.pdf

Schindler, M. (2013). Empirische Studie zum Begriff der negativen Zahl. In G. Greefreath, F. Käpnick & M. Stein (Hrsg.), Beiträge zum Mathematikunterricht 2013 (S. 874–877). Münster: Waxmann.

Schindler, M. & Hußmann, S. (2012). "Plus ist gut, minus ist schlecht" – Eine Lernprozessstudie zur Rolle des Kontextes und des Transfers im Bereich der negativen Zahlen. In M. Ludwig & M. Kleine (Hrsg.), Beiträge zum Mathematikunterricht 2012 (S. 745–748). Münster: WTM.

Schindler, M. (2011). Dem Anwenden mathematischer Begriffe auf der Spur – eine Interviewstudie zum Begriff der negativen Zahl im Rahmen des Projekts KOSIMA. In R. Haug & L. Holzäpfel (Hrsg.), Beiträge zum Mathematikunterricht 2011 (S. 739–742). Münster: WTM.