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The multi-layered nature of societal developments poses a challenge in theteaching and learning of history of mathematics. As an attempt to tackle thischallenge we experimented with the use of Knowledge-Maps. The focus of ourinterest lies on the use of these Maps to support meaningful learning (Ausubel,2000) as well as on their role as facilitating tools in oral exams. In thisarticle we seek to relay practical experiences we have made with Knowledge-Mapsin our teaching and to report findings of an exploratory study we conducted ina seminar about history of mathematics.

Ziele und M\"oglichkeiten des Einsatzes von Knowledge-Maps in mathematik-historischen Veranstaltungen