text: innovation. There is also pressure that is exerted by the scientific mathematical community (mostly unconsciously and in a sociologically complex
  forces rooted in the educational system as a result of research, new educational theories, or the pioneering work of individuals (e.g., Piaget, Bloom).
  of innovation may also be a powerful impetus. Innovation is exciting, attracts the attention of others to one's work, foments approval, and, not seldom, contributes to the professional advancement of the educator.
  one must justify aims, content, and methods with rational and intersubjective argument. In the German pedagogical discourse, one can primarily distinguish two methods: (a) deriving aims from highly general normative
  qualifications in applying mathematics" can mean a great variety of objectives. The argument often used to justify mathematics in school, "mathematics trains logical thinking," is not only nebulous in its semantics but also
  exist at all but is rather based on so-called "didactic principles." Such principles, which are prescriptive statements based on descriptive assumptions
  goals, etc.) for the most part implicit say what should be done in mathematics teaching (Winter, 1984).
  was divided into poorly integrated sections, each of which was characterized by a special type of exercise. Integrative ideas and strategies were neglected. Mathematics appeared to the students as a collection of isolated
  iconic language can cause considerable additional difficulties in comprehension (Lorenz & Radatz, 1980). Further principles that are problematic in
  a related respectively similar way are the operative principle and the principle of variation that demands the use of a variety of models for learning
  1969). At that time, a formalistic-logistic mathematical science had established itself at the universities, a mathematics that was not interested in a