Design science and design research

the significance of a subject-specific research approach

Marcus Nührenbörger

Bettina Rösken-Winter

Michael Link

Susanne Prediger

pp. 61-89

in: Lisa Hefendehl-Hebeker (ed), Traditions in German-speaking mathematics education research, Berlin, Springer, 2019

Abstract

Considering mathematics education as a DESIGN SCIENCE has strong roots in Germany. E. Ch. Wittmann in particular contributed to the establishment of this approach. From a DESIGN SCIENCE perspective, substantial learning environments play a crucial role. They comprise mathematical tasks which are connected in an operative way, indicative of a specific epistemological structure. In such substantial learning environments, students are actively immersed in learning mathematics, and the learning environments allow for the pursuit of individual and differentiated learning processes. In this chapter, we first address the scope of Design Science and pay attention to characteristics of the learning environments and how teaching experiments can be conducted. We then focus on key ideas and their role as a design principle. In the next section, we provide a comprehensive example of designing a learning environment. Lastly, we shift our attention to the Design Research approach, which complements designing substantial learning environments by empirically studying the initiated learning processes to gain evidence for both theoretical considerations and design principles.