Skip to main content
SpringerLink
Log in

Introduction to the Theory of Interest-Dense Situations (IDS)

  • Chapter
  • First Online:
Networking of Theories as a Research Practice in Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

The chapter briefly introduces the theory of Interest-Dense Situations (IDS) by referring to the data from Chap. 2. IDS provides a frame for how interest-dense situations and their epistemic and interest supporting character are shaped through social interactions in mathematics classes distinguishing three levels: the social interactions and how the participants are involved, the dynamic of the epistemic processes, and the attribution of mathematical value.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    The development of this theory is described in detail in Bikner-Ahsbahs (2005).

  2. 2.

    The actions of gathering, connecting and structure seeing are collective in the sense that they are built by social interactions.

  3. 3.

    Through the points P and Q of the graph of the exponential function a secant is drawn.

References

  • Austin, J. L. (1975). How to do things with words: The William James Lectures delivered at Harvard University in 1955 (2nd ed., Eds. J. O. Urmson & Marina Sbisa). Oxford: Clarendon Press.

    Google Scholar 

  • Bauer, L. A. (1988). Mathematik und Subjekt. Wiesbaden: Deutscher Universitätsverlag.

    Google Scholar 

  • Bauersfeld, H. (1993). Theoretical perspectives on interaction in the mathematical classroom. In R. Biehler, R. W. Scholz, R. Sträßer, & B. Winkelmann (Eds.), Didactics of mathematics as a scientific discipline (pp. 133–146). Dordrecht: Kluwer.

    Google Scholar 

  • Baumert, J., Schnabel, K., & Lehrke, M. (1998). Learning Maths in school: Does interest really matter? In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning. Proceedings of the Seeon conference on interest and gender (pp. 327–336). Kiel: IPN 164.

    Google Scholar 

  • Beck, C., & Maier, H. (1994). Mathematikdidaktik als Textwissenschaft. Zum Status von Texten als Grundlage empirischer mathematikdidaktischer Forschung. Journal für Mathematik-Didaktik, 15(1–2), 35–78.

    Article  Google Scholar 

  • Bikner-Ahsbahs, A. (2003). Empirisch begründete Idealtypenbildung. Ein methodisches Prinzip zur Theoriekonstruktion in der interpretativen mathematikdidaktischen Forschung. Zentralblatt für Didaktik der Mathematik, 35(5), 208–223.

    Article  Google Scholar 

  • Bikner-Ahsbahs, A. (2004). Interest-dense situations and their mathematical valences. Contribution to the topic study group 24 on students’ motivations and attitudes towards mathematics and its study. 10th international congress for mathematical education, ICME10, Copenhagen. http://www.math.uni-bremen.de/didaktik/ma/bikner/publikationen.html. Accessed 22 Apr 2014.

  • Bikner-Ahsbahs, A. (2005). Mathematikinteresse zwischen Subjekt und Situation. Theorie interessendichter Situationen – Baustein für eine mathematikdidaktische Interessentheorie. Hildesheim/Berlin: Franzbecker.

    Google Scholar 

  • Bikner-Ahsbahs, A. (2015). Empirically based ideal type construction (translation of Bikner-Ahsbahs 2003). In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (Advances in mathematics education series). New York: Springer (in press).

    Google Scholar 

  • Blumer, H. (1969). Symbolic interactionism: Perspective and method. Eaglewood Cliffs: Prentice-Hall.

    Google Scholar 

  • Csikszentmihalyi, M., & Schiefele, U. (1993). Die Qualität des Erlebens und der Prozeß des Lernens. Zeitschrift f. Pädagogik, 39(2), 207–221.

    Google Scholar 

  • Deci, E. (1992). The relation of interest to motivation of behavior: A self-determination theory – Theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43–70). Hillsdale/London: Lawrence Erlbaum.

    Google Scholar 

  • Deci, E. (1998). The relation of interest to motivation and human needs – The self-determination theory viewpoint. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning. Proceedings of the Seeon conference on interest and gender (pp. 146–164). Kiel: IPN 164.

    Google Scholar 

  • Gardner, P. L. (1998). The development of males’ and females’ interest in science and technology. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning. Proceedings of the Seeon conference on interest and gender (pp. 41–57). Kiel: IPN 164.

    Google Scholar 

  • Garfinkel, H. (2003). Studies in ethnomethodology. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Gerhard, U. (1986). Verstehende Strukturanalyse: Die Konstruktion von Idealtypen als Analyseschritt bei der Auswertung qualitativer Forschungsmaterialien. In H.-G. Soeffner (Ed.), Sozialstruktur und Typik (pp. 31–83). Frankfurt/New York: Campus Verlag.

    Google Scholar 

  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

    Google Scholar 

  • Hidi, S., & Renninger, K. (2006). The four-phase model of interest development. Educational Psychologist, 42(2), 111–127.

    Article  Google Scholar 

  • Hoffmann, L., & Häußler, P. (1998). An intervention project promoting girls’ and boys’ interest in physics. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning. Proceedings of the Seeon conference on interest and gender (pp. 301–316). Kiel: IPN 164.

    Google Scholar 

  • Jungwirth, H. (2003). Interpretative Forschung in der Mathematikdidaktik – ein Überblick für Irrgäste, Teilzieher und Standvögel. Zentralblatt für Didaktik der Mathematik, 35(5), 189–200.

    Article  Google Scholar 

  • Kidron, I., Bikner-Ahsbahs, A., & Dreyfus, T. (2011). How a general epistemic need leads to a need for a new construct: A case of networking two theoretical approaches. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 2451–2461). Rzeszów: University of Rzeszów.

    Google Scholar 

  • Knorr Cetina, K. D. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge: Harvard University Press.

    Google Scholar 

  • Krapp, A. (1992). Das Interessenkonstrukt. In A. Krapp & M. Prenzel (Eds.), Interesse, Lernen, Leistung (pp. 297–329). Münster: Aschendorff.

    Google Scholar 

  • Krapp, A. (2004). An educational-psychological theory of interest and its relation to self-determination theory. In E. L. Deci & R. M. Ryan (Eds.), The handbook of self-determination research (pp. 405–427). Rochester: University of Rochester Press.

    Google Scholar 

  • Krummheuer, G. (2000). Mathematics learning in narrative classroom cultures: Studies of argumentation in primary mathematics education. For the Learning of Mathematics, 20(1), 22–32.

    Google Scholar 

  • Mason, J., & Waywood, A. (1996). The role of theory in mathematics education and research. In A. J. Bishop et al. (Eds.), International handbook of mathematics education (pp. 1055–1089). Dordrecht: Kluwer.

    Google Scholar 

  • Mitchell, M. (1993). Situational interest. Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424–436.

    Article  Google Scholar 

  • Prenzel, M. (1998). The selective persistence of interest. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning. Proceedings of the Seeon conference on interest and gender (pp. 71–92). Kiel: IPN 164.

    Google Scholar 

  • Renninger, K. A. (1998). The roles of individual interest(s) and gender in learning: An overview of research on preschool and elementary school-aged children/students. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning. Proceedings of the Seeon conference on interest and gender (pp. 165–174). Kiel: IPN 164.

    Google Scholar 

  • Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26(2), 163–181.

    Article  Google Scholar 

  • Schiefele, U., & Schreyer, I. (1994). Intrinsische Lernmotivation und Lernen. Ein Überblick zu Ergebnissen der Forschung. Zeitschrift für Pädagogische Psychologie, 8(1), 1–13.

    Google Scholar 

  • Schiefele, H., Hausser, K., & Schneider, G. (1979). “Interesse” als Weg und Ziel der Erziehung. Zeitschrift für Pädagogik, 25(1), 1–20.

    Google Scholar 

  • Stefan, G. (2012). Motivation und Interesse im Mathematikunterricht der Grundschule: Genese-Indizierung-Förderung. Hamburg: Verlag Dr. Kovac.

    Google Scholar 

  • Steinbring, H. (1998). Epistemological constraints of mathematical knowledge in social learning settings. In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain: A search for identity (pp. 513–526). Dordrecht: Kluwer.

    Google Scholar 

  • Steinbring, H. (1999). Reconstructing the mathematical in social discourse – Aspects of an epistemology-based interaction research. In O. Zaslavsky (Ed.), Proceedings of the 23rd international conference for the psychology of mathematics education (Vol. I, pp. 40–55). Haifa: Technion – Israel Institute of Technology.

    Google Scholar 

  • Strauss, A. L. (1994). Grundlagen qualitativer Sozialforschung (UTB für Wissenschaften. Bd. 1776). München: Wilhelm Fink Verlag.

    Google Scholar 

  • Weber, M. (1921/1984). Soziologische Grundbegriffe. Tübingen: J.C.B. Mohr, UTB.

    Google Scholar 

  • Weber, M. (1922/1985). Wissenschaftslehre. Gesammelte Aufsätze. Tübingen: J. C. B. Mohr.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Fachbereich 03 für Mathematik und Informatik, AG Didaktik der Mathematik, University of Bremen, Bibliothekstrasse 1, D-28359, Bremen, Germany

    Angelika Bikner-Ahsbahs

  2. Mathematics Institute, Georg-August-University, Bunsenstr. 3-5, D-37073, Göttingen, Germany

    Stefan Halverscheid

Authors
  1. Angelika Bikner-Ahsbahs
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stefan Halverscheid
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Angelika Bikner-Ahsbahs .

Editor information

Editors and Affiliations

  1. Fachbereich 03 für Mathematik und Informatik, AG Didaktik der Mathematik, University of Bremen, Bremen, Germany

    Angelika Bikner-Ahsbahs

  2. Institute for Development and Research in Mathematics Education, TU Dortmund University, Dortmund, Germany

    Susanne Prediger

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Bikner-Ahsbahs, A., Halverscheid, S. (2014). Introduction to the Theory of Interest-Dense Situations (IDS). In: Bikner-Ahsbahs, A., Prediger, S. (eds) Networking of Theories as a Research Practice in Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-05389-9_7

Download citation

Publish with us

Policies and ethics

Search

Navigation