Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Extended Abstracts Spring 2019 |
| Untertitel | Advances in the Anthropological Theory of the Didactic |
| Herausgeber/-innen | Berta Barquero, Ignasi Florensa, Pedro Nicolás, Noemí Ruiz-Munzón |
| Herausgeber (Verlag) | Springer Science and Business Media Deutschland GmbH |
| Seiten | 37-45 |
| Seitenumfang | 9 |
| ISBN (elektronisch) | 978-3-030-76413-5 |
| ISBN (Print) | 978-3-030-76412-8 |
| Publikationsstatus | Veröffentlicht - 2021 |
Publikationsreihe
| Name | Trends in Mathematics |
|---|---|
| Band | 13 |
| ISSN (Print) | 2297-0215 |
| ISSN (elektronisch) | 2297-024X |
Abstract
Mathematics teacher education in Germany faces several challenges that can be described in terms of a disconnectedness of praxeologies present in and between different institutions, for example, the so-called double discontinuity. In this contribution, we give a brief outline of how we take into account this institutional context in the design of an introductory course in didactics of mathematics. After describing general course aims, we present an example task that intends to illuminate the raison d’être of praxeologies taught in introductory mathematics lectures. We then discuss a specific difficulty that became apparent in student works. Based on an institutional interpretation and proposals from the ATD, we formulate ideas for ways to alleviate this difficulty in the example task.
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Extended Abstracts Spring 2019: Advances in the Anthropological Theory of the Didactic. Hrsg. / Berta Barquero; Ignasi Florensa; Pedro Nicolás; Noemí Ruiz-Munzón. Springer Science and Business Media Deutschland GmbH, 2021. S. 37-45 (Trends in Mathematics; Band 13).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Beitrag in Buch/Sammelwerk › Forschung › Peer-Review
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TY - CHAP
T1 - Reflections on Teacher Professionalisation–A German Perspective
AU - Khellaf, Sarah
AU - Hochmuth, Reinhard
PY - 2021
Y1 - 2021
N2 - Mathematics teacher education in Germany faces several challenges that can be described in terms of a disconnectedness of praxeologies present in and between different institutions, for example, the so-called double discontinuity. In this contribution, we give a brief outline of how we take into account this institutional context in the design of an introductory course in didactics of mathematics. After describing general course aims, we present an example task that intends to illuminate the raison d’être of praxeologies taught in introductory mathematics lectures. We then discuss a specific difficulty that became apparent in student works. Based on an institutional interpretation and proposals from the ATD, we formulate ideas for ways to alleviate this difficulty in the example task.
AB - Mathematics teacher education in Germany faces several challenges that can be described in terms of a disconnectedness of praxeologies present in and between different institutions, for example, the so-called double discontinuity. In this contribution, we give a brief outline of how we take into account this institutional context in the design of an introductory course in didactics of mathematics. After describing general course aims, we present an example task that intends to illuminate the raison d’être of praxeologies taught in introductory mathematics lectures. We then discuss a specific difficulty that became apparent in student works. Based on an institutional interpretation and proposals from the ATD, we formulate ideas for ways to alleviate this difficulty in the example task.
KW - Double discontinuity
KW - Problem of theory and practice
KW - Professionalisation
KW - Raison d’être
KW - Task design
UR - http://www.scopus.com/inward/record.url?scp=85115744302&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-76413-5_5
DO - 10.1007/978-3-030-76413-5_5
M3 - Contribution to book/anthology
AN - SCOPUS:85115744302
SN - 978-3-030-76412-8
T3 - Trends in Mathematics
SP - 37
EP - 45
BT - Extended Abstracts Spring 2019
A2 - Barquero, Berta
A2 - Florensa, Ignasi
A2 - Nicolás, Pedro
A2 - Ruiz-Munzón, Noemí
PB - Springer Science and Business Media Deutschland GmbH
ER -