60 https://www.uni-bremen.de/en/didactics-of-mathematics/projects Research Activities of the AG Didaktik der Mathematik at the University of Bremen is described. en University of Bremen Tue, 14 Jul 2026 12:42:24 +0200 Tue, 14 Jul 2026 12:42:24 +0200 University of Bremen content-726478 Mon, 18 May 2026 08:45:02 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c726478 <p><strong>Project period</strong>: Oct. 2020 - Mar. 2025 and Apr. 2025 - Mar. 2029, supported by the Japan Society for the Promotion of Science (JSPS KAKENHI)</p> <p><strong>Participants of the project: </strong>Christine Knipping, Nele Abels, Fiene Bredow (University of Bremen, Germany), Yusuke Shinno (Project leader, Hiroshima University, Japan), Ryoto Hakamata (Kochi University, Japan), Takeshi Miyakawa (Waseda University, Japan), Hiroki Otani (Otsuma Women's University, Japan), David A. Reid (University of Agder, Norway)</p> <p><strong>What is it about?</strong></p> <p>This international research project explores how mathematical argumentation, proof, and proving are shaped by cultural and linguistic contexts in classroom practice. The project is grounded on the assumption that cultural traditions, language use, and national curricula significantly influence how mathematical argumentation, proof, and proving are understood, taught, and enacted—and that these differences, in turn, affect students’ learning processes and outcomes.</p> <p>This project conducts international comparative research on curricula, textbooks, and classroom practices, using classroom data to better understand how students and teachers engage in mathematical argumentation, proof, and proving. A key analytical lens is the triplet model of “structure”, “language”, and “function” (Miyakawa & Shinno, 2021) which enables a nuanced understanding of how culturally specific practices emerge in the teaching and learning of mathematical argumentation, proof, and proving.</p> <p>The project pursues three main objectives: first, to develop an analytical framework for cross-national comparisons of mathematical argumentation, proof, and proving; second, to clarify how mathematical argumentation, proof, and proving are realized in classroom discourse across cultural contexts; and third, to explore the implications of these findings for teaching practices, curriculum design, and teacher education.</p> <p>By highlighting the diversity of approaches to mathematical argumentation, proof, and proving, the project contributes to a deeper awareness of the cultural embeddedness of mathematics education. Cross-cultural comparison not only reveals differences but also makes visible the often implicit assumptions that shape teaching within one’s own context. In doing so, the project supports more reflective and inclusive educational practices and fosters dialogue across international research communities. Further information can be found on the <a class="external-link" href="https://sites.google.com/view/camap-project/" target="_blank">website of the CAMAP</a>. </p> Content content-726486 Mon, 18 May 2026 08:40:04 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c726486 <p>Since 2023, the #MOIN project has been funded by the Federal Ministry of Education and Research (BMBF) as one of 12 T!-Raum initiatives across Germany, with the aim of creating spaces for knowledge transfer to shape the future of regions.</p> <p><strong>Project period</strong>: December 2023 – December 2026</p> <p><strong>Participants of the project (in the project part "Campus - Nachbarschaft - Sichtbarkeit"): </strong>Prof. Dr. Christine Knipping (University of Bremen), Dr. Matthias Knauer (University of Bremen), Luisa Gunia (University of Bremen), Nora Niesert (University of Bremen), Bianka Hofmann (Fraunhofer MEVIS), Dr. Anna Rörich (Fraunhofer MEVIS), Rieke Alpers (Fraunhofer MEVIS)</p> <p><strong>Waht is it about?</strong></p> <p>The goal of the #MOIN project is to bring mathematics to life in schools, industry, politics, and society, and to demonstrate that (industrial) mathematics is accessible to everyone and full of opportunities. #MOIN pursues a holistic transfer approach and focuses on four key areas: #MATHWARE (industrial mathematics as a driver of innovation in industry), #MATHUP (industrial mathematics on the path to entrepreneurship), #MATHDAYS (industrial mathematics in schools), and #MATHINSIDE (industrial mathematics in the public sphere).</p> <p>The #MATHDAYS outreach initiative focuses specifically on helping young people and their teachers understand the practical applications of mathematics. To this end, the program distinguishes between activities held on campus and those taking place in the young people’s local communities. These activities aim to make the region’s existing scientific, economic, and social innovation potential tangible and visible, in order to draw the attention of young people, their teachers, and other social actors to the potential of industrial mathematics and to increase their awareness of this potential.</p> <p>The #MATHINSIDE module is aimed at the broader public and aims to highlight and share existing connections between the region and various aspects of mathematics and the history of mathematics. In doing so, new memorial sites will also be established to present (industrial) mathematics as a living discipline and actively influence the visibility of mathematics in the region.</p> <p>Further information can be found on the <a class="external-link" href="https://moin-mathe.de/" target="_blank">#MOIN project website</a>.</p> Content content-550505 Mon, 18 May 2026 08:43:10 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c550505 <p>The Digi-Spotlights project is an interdisciplinary and cross-disciplinary sub-project of the overall project "Schnittstellen gestalten" of the Qualitätsoffensive Lehrerbildung, funded by the Federal Ministry of Education and Research.</p> <p><strong>Project period</strong>: January 2016 - June 2019 (1st phase) and July 2019 - December 2023 (2nd phase)</p> <p><strong>Participants of the project: </strong>Prof. Dr. Angelika Bikner-Ahsbahs (leader of the project 1st phase, mathematics), Prof. Dr. Marcus Callies (English), Prof. Dr. Andreas Klee (Politics), Prof. Dr. Christine Knipping (leader of the project 2nd phase, Mathematics), Dr. Fiene Bredow, Dr. Erik Hanke, Stefanie Hehner, Nelli Mehlmann, Nils Quentel, Dr. Ingolf Schäfer, Daniela Schansker, Dr. Hendrik Schröder</p> <p><strong>What is it about?</strong></p> <p>While students, who want to become teachers, often very much welcome subject didactics in their studies because of their direct reference to teaching practice, the relevance of subject-specific courses for the teaching profession is less obvious to many. Also, connections between subject-specific science and other parts of the course, such as subject-specific didactics, are not always recognized.</p> <p>In Digi-Spotlights, innovative teaching concepts (spotlights) are developed and refined that systematically interlink subject-specific and subject-specific didactic elements in university teacher training. This interlocking is examined with regard to the interconnection of the two content areas in the thinking and actions of students.</p> <p>In the (further) developed teaching concepts of the three model concepts in the subjects English, mathematics and politics, subject-specific content is didactically prepared by the students and practically tested in a teaching experiment with students.</p> <p>Further information can be found on the <a class="externalLink" href="https://www.uni-bremen.de/zflb/bildungsforschung/schnittstellen-gestalten-qualitaetsoffensive-lehrerbildung/digi-spotlights/spotlights" title="Opens external link in new window" target="_blank">website of the Digi-Spotlights project.</a></p> Content content-726500 Tue, 12 May 2026 11:27:58 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c726500 <p>Title of the dissertation: <a class="externalLink" href="https://doi.org/10.26092/elib/2693" title="Öffnet externen Link in neuem Fenster" target="_blank">Learning to Teach Through Proving: In-service Primary School Teachers’ Understanding and Use of Proving while engaged in Proof-Based Teaching</a></p> <p>Supervised by Prof. Dr. David Reid.</p> Content content-545955 Tue, 12 May 2026 11:11:28 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545955 <p>Title of the dissertation: <a class="externalLink" href="https://link.springer.com/book/10.1007/978-3-658-42462-6" target="_blank" title="Öffnet externen Link in neuem Fenster">Mathematisches Argumentieren im Übergang von der Arithmetik zur Algebra. Eine qualitative Studie von Lehrkrafthandlungen im Mathematikunterricht</a></p> <p>Supervised by Prof. Dr. Christine Knipping.</p> Content content-545957 Tue, 12 May 2026 11:11:42 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545957 <p>Title of the dissertation: <a class="externalLink" href="https://media.suub.uni-bremen.de/handle/elib/6402?locale=de" target="_blank" title="Öffnet externen Link in neuem Fenster">Aspects and images of complex path integrals. An epistemological analysis and a reconstruction of experts' interpretations of integration in complex analysis</a></p> <p>Supervised by Prof. Dr. Marc Keßeböhmer.</p> Content content-545961 Tue, 12 May 2026 11:12:12 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545961 <p>Title of the dissertation: <a class="externalLink" href="https://media.suub.uni-bremen.de/handle/elib/6026" target="_blank" title="Öffnet externen Link in neuem Fenster">Understanding the conceptual interplay between learners’ motivation and patterns of personal meaning in the mathematics classroom: results from Germany and Finland</a></p> <p>Supervised by Prof. Dr. Maike Vollstedt & Prof. Dr. Markku Hannula.</p> Content content-545953 Fri, 14 Mar 2025 11:07:48 +0100 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545953 <p>Title of the dissertation: <a class="externalLink" href="https://link.springer.com/book/10.1007/978-3-658-46468-4" target="_blank" title="Opens external link in new window">Argumentation und Metakognition bei geometrischen Beweisen und Beweisprozessen. Eine Untersuchung von Studierenden des Grundschullehramts</a></p> <p>Supervised by Prof. Dr. Christine Knipping</p> Content content-545960 Tue, 12 May 2026 11:11:56 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545960 <p>Title of the dissertation: <a class="externalLink" href="https://media.suub.uni-bremen.de/handle/elib/6917?locale=de" target="_blank" title="Öffnet externen Link in neuem Fenster">The interconnective relationship of students’ visualization and argumentation in geometry</a></p> <p>Supervised by Prof. Dr. Christine Knipping & Prof. Dr. David A. Reid.</p> Content content-545956 Tue, 12 May 2026 11:11:34 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545956 <p>Title of the dissertation: <a class="externalLink" href="https://link.springer.com/book/10.1007/978-3-658-22908-5" target="_blank" title="Öffnet externen Link in neuem Fenster">Mathematisches Argumentieren als Diskurs. Eine theoretische und empirische Betrachtung diskursiver Hindernisse</a></p> <p>Supervised by Prof. Dr. Christine Knipping.</p> Content content-545958 Thu, 14 Sep 2023 11:10:59 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545958 <p>Title of the dissertation: <a class="externalLink" href="https://media.suub.uni-bremen.de/handle/elib/1084" target="_blank" title="Öffnet externen Link in neuem Fenster">Ausbildung algebraischen Struktursinns im Klassenunterricht : Lernbezogene Neudeutung eines mathematikdidaktischen Begriffs</a></p> <p>Supervised by Prof. Dr. Angelika Bikner-Ahsbahs.</p> Content content-545959 Thu, 14 Sep 2023 11:12:23 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545959 <p>Title of the dissertation: <a class="externalLink" href="https://link.springer.com/book/10.1007/978-3-658-11948-5" target="_blank" title="Öffnet externen Link in neuem Fenster">The Mathematics in Our Hands. How Gestures Contribute to Constructing Mathematical Knowledge</a></p> <p>Supervised by Prof. Dr. Angelika Bikner-Ahsbahs.</p> Content content-545954 Tue, 12 May 2026 11:13:58 +0200 https://www.uni-bremen.de/en/didactics-of-mathematics/projects#c545954 <p>Title of the dissertation: <a class="externalLink" href="https://link.springer.com/book/10.1007/978-3-658-10259-3?utm_medium=affiliate&utm_source=commission_junction_authors&utm_campaign=CONR_BOOKS_ECOM_GL_PHSS_ALWYS_DEEPLINK&utm_content=deeplink&utm_term=PID100152574&CJEVENT=067bd06552d611ee800013190a18b8f9" target="_blank" title="Öffnet externen Link in neuem Fenster">Zur Herstellung von Geltung mathematischen Wissens im Mathematikunterricht</a></p> <p>Supervised by Prof. Dr. Angelika Bikner-Ahsbahs</p> Content