Prof. Dr.
Inge Schwank
Research Interests
Academic Biography
Research Projects
School Projects
Recent Publications
Online
 

Adress

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Universität Osnabrück

Forschungsinstitut für Mathematikdidaktik e.V. (FMD)
(Research Institut for Mathematics Education)

  • Mailing address:
    P. O. Box 18 47, D-49008 Osnabrueck
  • Visiting address:
    Room 69/307, Albrechtstrasse 28a, D-49076 Osnabrueck
  • Telephone: +541/969-2508

 

Research Interests

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  • Cognitive mathematics, mathematics educational neuroscience, Internet in schools, information and communication technologies, multimedia, dyscalculie
 

Academic Biography

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  • 77 Abitur, Bad Bentheim
  • 10/77 - 4/82: Studies in mathematics and physics for the teaching in higher secondary schools, University of Osnabrueck
  • 4/82: First university degree required for the teaching in higher secondary schools, University of Osnabrueck.
    Thesis on "Automata with Preferences".
  • 4/87: Degree in computer science for the teaching in higher secondary schools, University of Osnabrueck.
  • 5/82 - 9/84: Research assistant in the group "Foundations of Mathematics and Mathematics Education" at the Department of Mathematics, University of Osnabrueck.
  • 7/84: Doctorate (PhD) at the Department of Mathematics, University of Osnabrueck, on the subject of "Alpha-Beta-Gamma Automata Realizing Preferences".
  • since 12/84: in charge of the administration of the Research Institute for Mathematics Education (FMD) , Osnabrueck (at first full-time, since 10/85 part- time).
  • since 10/85: in charge of the administration of the interdisciplinary workshop "International Research in Teacher Education" (AIFL) at the Department of Mathematics and Computer Science, University of Osnabrueck (at first part-time, since 5/87 full-time).
  • since 1/86: Academic Director of the Research Institute of Mathematics Education (part-time).
  • 2/92: Postdoctoral Lecturing Qualification (cumulative) in the special field mathematics and with the subject area mathematics education at the Department of Mathematics and Computer Sciences, University of Osnabrueck.
    Thesis on: "Cognitive structures of algorithmic thinking".
  • 10/94: Appointment as Professor at the University of Osnabrueck
  • SS 1994: Administration of a chair in mathematics education, University of Osnabrueck
  • 12/98-5/99: Guest Professor "Cognitive Mathematics", East China Normal University, Shanghai
  • WS 1999/2000 - SS 2001: Administration of a chair in mathematics education, University of Osnabrueck
  • since 9/01: Professor for Mathematics Education (Cognitive Mathematics), Osnabrück University
Honors
  • 10/95: Honorary head of the Laboratory for Mathematics Education at the Institute for International and Comparative Education, East China Normal University, Shanghai.
  • 4/97: Appointment as Advisory Professor of the East China Normal University, Shanghai.
  • 5/99: Appointment as honorary headmistress of the secondary school assigned to the Centre of Further Teacher Training in Shanghai.
  • 9/05: Appointment as Advisory Professor of the Yili Normal University, Yining, Xin Jiang Province
  • 9-10/05: Appointment as Scientific Advisor of the 15. Primary School, the 8. Middleschool in Yining, Xin Jiang Province and the 1. Middle School in Chabuchaer, Xin Jiang Province

 

Memberships in Scientific Associations

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  • GDM (German Association for Mathematics Education)
  • GK (Association for Cognitive Sciences)
  • DGPs (German Psychological Society)
  • GMW (Association for Media in Science)
 

Research Projects

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  • 1998-2001: Individual differences in the cognition of mathematical formation of concepts (KMB). Financially supported by the Deutsche Forschungsgemeinschaft.
  • 1997-2001: MUMAS - Improvement of mathematics education by means of a MUlti-media Mathematics education Analysing System - joint project with Prof. Dr. rer.nat Elmar Cohors-Fresenborg. Financing: Ministry of Science and Culture of Lower Saxony/ HSP III.
  • 2000-2001: Eyetracker-Experiments concerning functional/predicative differences in thinking - joint project with Dr. Franz Mechsner, Max Planck Institute for Psychological Research, Munich.
  • 1997-2000: The difference between functional and predicative thinking during EEG-Measurement - joint project with Prof. Dr. Jan Born, Medical University Luebeck.
  • since 1995: Cognitive aspects of business reengineering.
  • 1989-1993: Intercultural comparative study with Chinese children on the basic algorithmic concepts in predicative and functional processes of concept formation as exemplified in the foundation of algorithmization and movement control - funded by the Ministry of Science of Lower Saxony.
  • 1987-1990: Study on the process of mathematical thinking of girls as a contribution to the promotion of girls in the field of modern technologies - funded by the Emsland district.
  • 1986-1990: Effects of different forms of representing algorithmic concepts and the building up of mental models - funded by the Volkswagen Foundation.
  • 1984-1989: Intercultural comparative study on algorithmic thinking of Indonesian children funded by Misereor.
  • 1985-1986: Basic curricular concept for teaching mathematics in secondary schools for the creation of models fostering an understanding of computers on the basis of action orientated formations of concepts - expert study on behalf of the Ministry of Education, Lower Saxony.
  • 1984-1987: Case-study on mathematical thinking with hearing impediments under special consideration of action-orientated formation of concepts. - Research assignment within the BLK-Project on "Algorithmic Thinking in Mathematics Education of Children with Hearing Impediments".
 

School Projects

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  • since 12/2000: Zwergen-Mathe-Olympiade (Midgets'-Maths-Olympiad): ZMO
  • School year 1997/98: Contact to the World as an "Internet-Godchild". Project "School goes Internet" carried out at the "Elisabeth Primary School in Osnabrueck.
  • School year 1997/98: MARS - Online magazine of the Elisabeth Primary School in Osnabrueck. In co-operation with the primary schools Megaplatanos, Greece and Si Da Fu Xiao, Shanghai. Financially supported by "School goes Internet" & the "Stern"-magazine.
 

Recent Publications

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  • Schwank, I. (2005): Die Schwierigkeit des Dazu-Denkens. In M. von Aster / J.-H. Lorenz (Hg.), Rechenstörungen bei Kindern. - Neurowissenschaft, Psychologie, Pädagogik. 93-133. Göttingen: Vandenhoeck & Ruprecht.
  • Cohors-Fresenborg, E. & Schwank, I. (2005): Verstärkte Professionalisierung durch Forschungsaktivitäten - eine Leitidee für eine zukünftige Lehrerbildung. In M. Fiegert & I. Kunze (Hrsg.), Zwischen Lehrerbildung und Lehrerausbildung, 143 - 162. Münster: LIT
  • Schwank, I. (2005): Kinder sind keine Taschenrechner. Interview. Gehirn & Geist. 6/05, 34-37. link
  • Schwank, I. (2004): eLearning: Individualität als Herausforderung - Kognitionsdidaktische Notizen. In M. Franzen (Hrsg.), Die Zukunft von eLearning. Neue Erkenntniss aus Gehirnforschung, Pädagogik und Wirtschaft. Zürich: EMPA-Akademie.
  • Schwank, I. (2003): Einführung in funktionales und prädikatives Denken. In I. Schwank: ZDM-Themenheft 'Zur Kognitiven Mathematik', 70-78. abstract
  • Schwank, I.; Armbrust, S., Libertus, M. (2003): Prädikative versus funktionale Denkvorgänge beim Konstruieren von Algorithmen. In I. Schwank: ZDM-Themenheft 'Zur Kognitiven Mathematik', 79-85. abstract
  • Schwank, I. (2001): Prädikative versus funktionale Art logischen Denkens. In Beiträge zum Mathematikunterricht 2001, 560-563. Hildesheim: Franzbecker. pdf-file
  • Schwank, I. (2001): Analysis of Eye-Movements During Functional Versus Predicative Problem Solving. 2nd Conference fo the European Society for Research in Mathematics Education. 24th-27th Feb 2001, Marinske Lazne. pdf-file
  • Mölle, M., Schwank, I, Marshall, L., Klöhn, A. Born, J. (2000): Dimensional complexity and power spectral measures of the EEG during functional versus predicative problem solving. Brain and Cognition.Vol. 22, No. 3, 547-563. (Kurzinfo in deutsch)
  • Schwank, I. (2000): Zum funktionalen/prädikativen Denken und operativen Prinzip im Mathematikunterricht der Grundschule. In Beiträge zum Mathematikunterricht 2000, S.579-582. Hildesheim, Franzbecker.
  • Schwank, I. (1999): MUMAS: Verbesserung der mathematikdidaktischen Ausbildung durch den Einsatz eines multimediabasierten mathematikdidaktischen Analysesystems. In GMW99-Tagungsband. pdf-file
  • Schwank, I. (1999): On Predicative versus Functional Cognitive Structures. In I. Schwank (ed.) European Research in Mathematics Education, Vol. II, 84-96. Osnabrück: Forschungsinstitut für Mathematikdidaktik. pdf-file
  • Schwank, I. (ed., 1999): European Research in Mathematics Education, Vol. I + II. Osnabrück: Forschungsinstitut für Mathematikdidaktik. Vol. I pdf-file , Vol. II pdf-file
  • Schwank, I. (1999/2000): QuaDiPF - Qualitatives Diagnoseinstrument für prädikatives versus funktionales Denken. Sets A/B/C/D. Osnabrück: Forschungsinstitut für Mathematikdidaktik.
  • Schwank, I. (1998): Dynamische Labyrinthe als Propädeutik für die formale Programmierung I + II - Training des dynamischen logischen Denkens. CD-Fassung in deutsch und chinesisch.
  • Schwank, I. Bartz, S., Hörnschemeyer, C. (1998): Dynamische Labyrinthe als Propädeutik für die formale Programmierung - Konzeption und Handreichungen für eine mathematische Arbeitsgemeinschaft in der Grundschule (3. Klasse). Osnabrück: Forschungsinstitut für Mathematikdidaktik.
  • Schwank, I. (1997): The Assumption of Predicative versus Functional Cognitive Structures. In  CC AI - The Journal for the Integrated Study of Artificial Intelligence, Cognitive Science and Applied Epistemology. Vol. 14, No.4, 213-224.
  • Cohors-Fresenborg, E. & Schwank, I. (1997): Individual Differences in the Managerial Representation of Business Processes. In R. Pepermans, A. Buelens, C. Vinkenburg & P. Jansen (Eds.), Managerial Behaviour and Practices: European Research Issues, 93-106. Leuven: Acco.(pdf-file)
  • Schwank, I. (1996): Zur Konzeption prädikativer versus funktionaler kognitiver Strukturen und ihrer Anwendung. ZDM-Analysenheft "Deutsche psychologische Forschung in der Mathematikdidaktik". Zentralblatt für Didaktik der Mathematik, Vol. 6, 168-183.(pdf-Dateien: S. 1-9, S. 10-24)
  • Cohors-Fresenborg, E. & Schwank, I. (1996): Kognitive Aspekte des Business Reengineering. Gestalt Theory 18 (4), 233-256.
  • Schwank, I. (1995): Die Bedeutung von Mikrowelten für den Erwerb mathematischer Begriffe. In H.-G. Steiner, H.-J. Vollrath (Hrsg.), Neue problem- und praxisbezogene Forschungsansätze, IDM-Band 20, 119-127. Köln: Aulis.
  • Schwank, I. (1995): The role of microworlds for constructing mathematical concepts. In M. Behara, R. Fritsch, R. Lintz (Eds.), Symposia Gaussiana, Conference A: Mathematics and theoretical physics. Proceedings of the 2nd Gauss Symposium, 101-120. Berlin: W. de Gruyter.
  • Schwank, I. (1994): Zur Analyse kognitiver Mechanismen mathematischer Begriffsbildung unter geschlechtsspezifischem Aspekt.  ZDM-Analysenheft "Frauen und Mathematik". Zentralblatt für Didaktik der Mathematik, Vol. 2, 31-40.
  • Schwank, I. (1993): Verschiedene Repräsentationen algorithmischer Begriffe und der Aufbau mentaler Modelle. In Der Mathematikunterricht, 39(3), 12-26.
  • Schwank, I. (1993): Cognitive structures and cognitive strategies in algorithmic thinking.  In E. Lemut, B. du Boulay & G. Dettori (Eds.), Cognitive models and intelligent environments for learning programming. NATO ASI Series F, Vol.111, 249-259. Berlin: Springer.
  • Schwank, I. (1993): On the analysis of cognitive structures in algorithmic thinking.  Journal of mathematical behaviour. Vol. 12/2, 209-231.
  • Cohors-Fresenborg, E. & Schwank, I. (1992): Die Berücksichtigung des Dualismus von prädikativen und funktionalen mentalen Modellen für das Erfassen und die Förderung von Begabungen im mathematisch-naturwissenschaftlichen Bereich. In K. Urban (Hrsg.), Begabungen entwickeln, erkennen und fördern. Theorie und Praxis, Bd. 43, 301-309. Hannover: Universität Hannover.
 

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Letzte Bearbeitung: 20.09.2006
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