Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study
نویسندگان
چکیده
Abstract This paper compares and contrasts two approaches that are widely used in the English- German-speaking discourse on mathematics teacher knowledge: ‘mathematical knowledge for teaching’ ‘mathematics didactic knowledge’. It is proposed these constructs based distinct theoretical conceptual positions origins. Mathematical teaching viewed as a utilitarian-pragmatic approach rooted English-speaking traditions it focuses its use represents practice-based conceptualization of domains required teaching. Mathematics knowledge, other hand, considered normative-descriptive formulated principles broader perspectives, providing theory-driven didactics mathematics. The further highlights similarities differences through an examination central domains: specialized content (part mathematical teaching) subject matter knowledge).
منابع مشابه
a comparative study of bilingual schools and language institutes: examining iranian efl students’ knowledge of listening, reading grammar and vocabulary
هدف از پژوهش حاضر مقایسه زبان آموزان مدارس دوزبانه و موسسات آموزش زبان انگلیسی به منظور تعیین هر گونه تفاوت معنادار در مهارت های درک مطلب، درک شنیداری، دانش دستوری و دانش واژگان است. اطلاعات لازم برای این پژوهش از مجموعه 197 نفر دانش آموز پسر در مدارس دوزبانه و موسسات آموزش زبان جمع آوری شده است. تمامی شرکت کنندگان به مدت چهار الی پنج سال در کلاس های زبان انگلیسی شرکت کرده اند. به منظور جمع آور...
Middle School Mathematics Teachers’ Knowledge for Teaching
Kim Beswick, University of Tasmania Email: [email protected] Telephone: +61 3 6324 3167 Facsimile: +61 3 6324 3048 Abstract: Forty-two middle school mathematics teachers were presented with two mathematics problems, one requiring a percentage of an amount to be calculated and the other involving the interpretation of a pie chart showing percents. The teachers were firstly asked to provide...
متن کاملThe effectiveness of lesson study on mathematical knowledge for teaching
Keywords: Mathematical knowledge for teaching; Lesson study; Long-term development of mathematical thinking; Derivative 1. Introduction The aim of the present study is to investigate the effectiveness of lesson study on the mathematical knowledge for teaching. Lesson study is a long-established practice of lesson preparation that has been in existence for one hundred and thirty years. It is a t...
متن کاملMathematical Knowledge for Teaching High School Geometry
This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching high school geometry (MKT-G). We report on the process of developing and piloting questions that purported to measure various domains of MKT-G. Scores on the final set of items had no statistical relationship with total years of experience teaching, but all domain scores were found to have stati...
متن کاملPerspectives on Mathematical Knowledge for Teaching
Citizens’ possibilities to develop intuition and mathematical ideas appear in modern society through instrumentation and instrumentalization: Technology does not only shape the actions of the users but also the mathematical objects to be investigated are shaped by the users. The constructivist viewpoint states that both making of mathematics and teaching of mathematics must relate to this instr...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Journal of Mathematics Teacher Education
سال: 2023
ISSN: ['1573-1820', '1386-4416']
DOI: https://doi.org/10.1007/s10857-023-09598-z