Design Science and Design Research: The Significance of a Subject-Specific Research Approach

Faculty/Professorship: Mathematics Education  
Author(s): Nührenbörger, Marcus; Rösken-Winten, Bettina; Link, Michael; Prediger, Susanne; Steinweg, Anna Susanne  
Title of the compilation: Traditions in German-Speaking Mathematics Education Research
Editors: Jahnke, Hans Niels; Hefendehl-Hebeker, Lisa
Publisher Information: Cham : Springer International Publishing
Year of publication: 2019
Pages: 61-89
ISBN: 978-3-030-11069-7
Language(s): English
DOI: 10.1007/978-3-030-11069-7
Considering mathematics education as a DESIGN SCIENCE has strong roots in Germany. E. Ch. Wittmann in particular contributed to the establishment of this approach. From a DESIGN SCIENCE perspective, substantial learning environments play a crucial role. They comprise mathematical tasks which are connected in an operative way, indicative of a specific epistemological structure. In such substantial learning environments, students are actively immersed in learning mathematics, and the learning environments allow for the pursuit of individual and differentiated learning processes. In this chapter, we first address the scope of Design Science and pay attention to characteristics of the learning environments and how teaching experiments can be conducted.We then focus on key ideas and their role as a design principle. In the next section, we provide a comprehensive example of designing a learning environment. Lastly, we shift our attention to the Design Research approach, which complements designing substantial learning environments by empirically studying the initiated learning processes to gain evidence for both theoretical considerations and design principles.
Keywords: Design Science, Learning Environments, Teaching Experiments, Learning Processes, Key Ideas
Peer Reviewed: Ja
International Distribution: Ja
Type: Contribution to an Articlecollection
Year of publication: 18. February 2019