Mathematics and education : learning, technology, assessment ; Festschrift in honour of Lenni Haapasalo

After working nine years as a Mathematician, Professor Dr. Lenni Haapasalo has more than thirty-five years of experience as teacher educator. His research interest is to develop elegant practical theories based on radical constructivism, especially concerning links between conceptual and procedural...

Further contributors: Eronen, Lasse (Editor)
Zimmermann, Bernd (Editor)
Haapasalo, Lenni (Honoree)
Document types:Book
Media types:Text
Publication date:2016
Date of publication on miami:17.01.2017
Modification date:28.05.2019
Series:Festschriften der Mathematikdidaktik, Bd. 3
Publisher: WTM-Verlag für wissenschaftliche Texte und Medien
Edition statement:[Electronic ed.]
Subjects:Mathematikunterricht
DDC Subject:370: Bildung und Erziehung
510: Mathematik
Legal notice:© 2016 WTM – Verlag für wissenschaftliche Texte und Medien, Münster
License:InC 1.0
Language:English
Notes:Druckausgabe: Eronen, Lasse; Zimmermann, Bernd (Hrsg.): Mathematics and education : learning, technology, assessment ; Festschrift in honour of Lenni Haapasalo. Münster : WTM, 2016. ISBN 978-3-95987-005-4
Format:PDF document
ISBN:978-3-95987-006-1
URN:urn:nbn:de:hbz:6-93249562791
Permalink:https://nbn-resolving.de/urn:nbn:de:hbz:6-93249562791
Digital documents:wtm_isbn-978-3-95987-006-1.pdf
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After working nine years as a Mathematician, Professor Dr. Lenni Haapasalo has more than thirty-five years of experience as teacher educator. His research interest is to develop elegant practical theories based on radical constructivism, especially concerning links between conceptual and procedural knowledge and taking into account the progressive instrumental genesis. One of his current interests is to develop research-based solutions to solve the deadlock caused by conventional task types when allowing the usage of progressive technology. His dream is to see teacher as a team manager within the “Pit Stop philosophy”. He often refers to his own “Piagetian laboratory”, emphasizing how his theories were reinforced by the experiences among his own children.