Book · January 994 citations 110 reads 2,264 authors

Mathematiklehrers. Köln: Aulis.
Andelfinger, B. (1992). Softening the education of mathematics teachers. In F. Seeger & H.
Steinbring (Eds.), (1992a), (pp. 225-230).
Balacheff, N. (1987). Processus de preuve et situations de validation. Educational Studies
in Mathematics, 18(2), 147-176.
Bartolini Bussi, M. (1992). Mathematics knowledge as a collective enterprise. In F. Seeger
& H. Steinbring (Eds.), (1992a), (pp. 121-151).
Bauersfeld, H. (1978). Kommunikationsmuster im Mathematikunterricht - Eine Analyse
am Beispiel der Handlungsverengung durch Antworterwartung. In H. Bauersfeld (Ed.),
Fallstudien und Analysen zum Mathematikunterricht (pp. 158-170). Hannover:
Schroedel.
Bazzini, L. (1991). Curriculum development as a meeting point for research and practice.
Zentralblatt für Didaktikder Mathematik, 23(4), 128-131.
Bell, A. (1992). Studying teaching. In F. Seeger & H. Steinbring (Eds.), (1992a), (pp. 153-
163).
Bromme, R., & Steinbring, H. (1990). Die epistemologische Struktur mathematischen
Wissens im Unterrichtsprozeß. In R. Bromme, F. Seeger, & H. Steinbring (Eds.),
Aufgaben als Anforderungen an Lehrer und Schüler (pp. 151-229). Köln: Aulis.
Brown, S., & Cooney, T. J. (1991). Stalking the dualism between theory and practice.
Zentralblatt für Didaktik der Mathematik, 23(4), 112-117.
Burton, L. (1991). Models of systematic co-operation betweeen theory and practice.
Zentralblatt für Didaktik der Mathematik, 23(4), 118-121.
Christiansen, B. et. al. (1985). Systematic co-operation between theory and practice in
mathematics education. Copenhagen: Royal Danish School of Educational Studies
(ICME V).
Cooney, T. J. (1988). The issue of reform: What have we learned from yesteryear? The
Mathematics Teacher, 81(5), 352-363.
Ernest, P. (1992). The relationship between the objective and subjective knowledge of
mathematics. In F. Seeger & H. Steinbring (Eds.), (1992a), (pp. 33-48).
Harten, G. von, & Steinbring, H. (1991). Lesson transcripts and their role in the in-service
training of mathematics teachers. Zentralblatt für Didaktik der Mathematik, 23(5), 169-
177.
Jahnke, H. N. (1978). Zum Verhältnis von Wissensentwicklung und Begründung in der
Mathematik - Beweisen als didaktisches Problem. IDM Materialien und Studien 10.
Bielefeld: Universität Bielefeld.
Kilpatrick, J. (1981). Research on mathematical learning and thinking in the United States.
Recherches en Didactiques des Mathématiques, 2(3), 363-380.
Lakatos, I. (1976). Proofs and refutations. The logic of mathematical discovery.
Cambridge.
Mason, J. (1987). What do symbols represent? In C. Janvier (Ed.), Problems of representa-
tion in the teaching and learning of mathematics (pp. 73-81). Hillsdale, NJ: Erlbaum.
Mason, J. H. (1992). Reflections on dialogue between theory and practice, reconciled by
awareness. In F. Seeger & H. Steinbring (Eds.), (1992a), (pp. 177-192).
Odgen, C. K., & Richards, F. A. (1923). The meaning of meaning. London: Routledge and
Kegan Paul.
HEINZ STEINBRING
101
knowledge necessary for the teacher. These productive occasions are based
on the requirement for the teacher always to explore the conceivable rela-
tions between the complexity of an exemplary concrete situation and the in-
tended, disguised, and variable generalizations and universal conceptions
inherent in this situation. In a way, this paper has also tried to take this
situation as a structuring lineament for mediating its theoretical message.

---

THEORY-PRACTICE DIALOGUE
Otte, M. (1984a). Komplementarität. IDM Occasional Paper 42. Bielefeld: Universität
Bielefeld.
Otte, M. (1984b). Was ist Mathematik ? IDM Occasional Paper 43. Bielefeld: Universität
Bielefeld.
Romberg, T. A. (1985a). Research and the job of teaching. In T. A. Romberg (Ed.), Using