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Das Buch rekonstruiert die (sozial-)politische und ökonomische Entwicklung der Transformation vom Wohlfahrtsstaat zum aktivierenden Staat und konzentriert sich hierbei auf die Relevanz dieser Umbrüche für die Akteure der Sozialen Arbeit. Auf der Grundlage von Experteninterviews mit Sozialarbeiterinnen und Sozialarbeitern werden deren Selbstkonzepte kritisch hinterfragt und der Versuch gemacht, den Zustand und die Perspektiven der 'Sozialarbeiter im Kontrolldiskurs' zu bestimmen.
Sommario
IMPACT-Series Foreword
Acknowledgments
Introduction
Chapter 1: The Discourse of Teaching and Learning Secondary Geometry through History
1.1. Introduction
1.2. Overview of This Chapter
1.3. The Development of Geometry up to the So-Called Foundational Crisis
1.4. The Shaping of Geometry Curricula in the Nineteenth and Twentieth Centuries
1.5. Recent Developments
1.6. Conclusion
Chapter 2: Geometric Figures and Their Representations
2.1. Introduction
2.2. Conceptions of Figure: What Ee Mean by Conception
2.3. Initial Conceptions of Geometric Figures
2.4. The Geometric Diagram in the Literature
2.5. A Modeling Perspective in the Study of Figures
2.6. Conclusion
Chapter 3: Students' Thinking and Learning in Geometry
3.1. Introduction
3.2. Conceptions of Figure and Students' Cognition
3.3. Geometric Figures and Students' Learning as Progressive Change in Cognition
3.4. Enriching Semiotic Registers, Operations, and Control Structures with DGS
3.5. Theoretical Underpinnings for Learning Trajectories of Geometric Figures
3.6. Conclusion
Chapter 4: Teaching Practice and Teacher Knowledge in Geometry Instruction
4.1. Introduction
4.2. Teaching Practice in Geometry
4.3. Teacher Knowledge of Geometry
4.4. Studies of Preservice Teachers' Knowledge of Geometry
4.5. Another Look at Elementary and Middle Grades Teachers
4.6. Beliefs of Secondary Geometry Teachers
4.7. Conclusion
Chapter 5: Improving the Teaching and Learning of Geometry in Secondary School Classrooms
5.1. Introduction
5.2. Communication Tasks: A Contribution of the Theory of Didactical Situations to the Design of Interventions
5.3. Secondary Geometry in the Service of Modeling the Experience with Shape and Space
5.4. Communication Tasks in the Teaching and Learning of Geometry
5.5. Concluding this Chapter
Chapter 6: A Conclusion and a Beginning: Doing Research on The Teaching and Learning of Secondary Geometry
6.1. Introduction
6.2. Research questions
6.3. Conclusion
References
