Abstract
“Didactical phenomenology” has become one of FREUDENTHALs key-concepts in mathematics education. It indicates a research program which he made explicit in his book Didactical Phenomenology of Mathematical Structures (1983). There he analysed the central concepts of mathematics instruction. It was his intention to show that children do not learn them primarily as concepts but “grasp them as mental objects and carry them out as mental activities”. This paper points out some methodological roots of his approach and refers to possible applications in empirical research about the development of mathematical thinking in children.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
