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@PHDTHESIS{Wallraf:824434,
      author       = {Wallraf, Regine Maria Martha},
      othercontributors = {Heitzer, Johanna and Schmidt-Thieme, Barbara},
      title        = {{F}örderung der fachkommunikativen {K}ompetenz bei
                      angehenden {M}athematiklehrkräften der {S}ekundarstufen :
                      {K}onzeption, {E}ntwicklung und {E}rprobung eines
                      {L}ernhefts},
      school       = {RWTH Aachen University},
      type         = {Dissertation},
      address      = {Aachen},
      publisher    = {RWTH Aachen University},
      reportid     = {RWTH-2021-07593},
      pages        = {1 Online-Ressource : Illustrationen},
      year         = {2021},
      note         = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
                      University; Dissertation, RWTH Aachen University, 2021},
      abstract     = {Technical language is a powerful tool to represent the
                      abstract objects of mathematics and to make them accessible
                      to thinking in a precise way. This makes a conscious use of
                      technical language by the mathematics teacher important for
                      a successful mathematical teaching-learning processes. With
                      this background the topic of this dissertation project is
                      the technical communication competence of (future)
                      mathematics teachers. Besides the importance of the
                      technical language to get access to mathematics, the
                      motivation to study the use of technical language by future
                      and unexperienced mathematics teachers lies in the fact,
                      that students of mathematics teaching (at the RWTH Aachen
                      University) show weaknesses in subject communication:
                      Occasionally, technical linguistic utterances are not
                      appropriate. They are accurate for the most part,
                      nevertheless, they are didactically less supportive for the
                      learning process and the target group. The main challenge
                      for prospective mathematics teachers is to consider the
                      learners’ abilities in subject communication by using
                      technical terms, locutions and notations. Furthermore, many
                      of mathematics didactic investigations for the teacher
                      training concerning technical communication focus on the
                      transition from school to university: Their aim is to get
                      students used to the specific technical language of experts
                      in mathematics. In contrast, this dissertation focuses more
                      on the use of technical language by mathematics teachers in
                      teaching-learning processes. The high importance lies in the
                      knowledge asymmetry in technical language between
                      mathematics teachers and their students. The contribution of
                      this dissertation project to research and teaching in
                      mathematics didactics is to be located at both, theoretical
                      and practical level: Interdisciplinary considerations about
                      mathematics didactics and technical language linguistics
                      will be presented based on a competence model of the
                      linguist Thorsten Roelcke. This theoretical approach is
                      applied to describe the concept of technical communicative
                      competence. Furthermore, mathematics specific
                      characteristics of technical communication competence are
                      derived. On the practical level, theoretical considerations
                      lead to the conception and the development of a workbook.
                      The core of this workbook are three interdisciplinary
                      learning cycles on the thematic priorities „ambiguity -
                      minus sign“, „metaphors - limits“ and „synonyms $\&$
                      paraphrases - significance tests". They are reflect the
                      inseparable connection between language and thinking and
                      include a sensibilization for the relevance of a conscious
                      and audience-oriented use of the technical language.
                      Furthermore, they provide principles and recommendations for
                      the practical implementation of technical language in
                      teaching to future mathematics teachers. This thesis shows
                      the reader the significance of a technical communication
                      competence education for (prospective) secondary mathematics
                      teachers. It also describes the conception and the
                      development of the workbook as well as the evaluation
                      results with the intention to give lecturers a well-founded
                      decision basis for the integration of the workbook into
                      their own teacher training.},
      cin          = {112320 / 110000},
      ddc          = {510},
      cid          = {$I:(DE-82)112320_20140620$ / $I:(DE-82)110000_20140620$},
      typ          = {PUB:(DE-HGF)11},
      doi          = {10.18154/RWTH-2021-07593},
      url          = {https://publications.rwth-aachen.de/record/824434},
}