Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative
In recent years, there has been a growing interest in studying the knowledge that mathematics teachers require in order for their teaching to be effective. However, only a few studies have focused on the design and application of instruments that are capable of exploring different aspects of teacher...
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| Veröffentlicht in: | Journal of mathematics teacher education 2018-02, Vol.21 (1), p.63-94 |
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| container_title | Journal of mathematics teacher education |
| container_volume | 21 |
| creator | Pino-Fan, Luis R. Godino, Juan D. Font, Vicenç |
| description | In recent years, there has been a growing interest in studying the knowledge that mathematics teachers require in order for their teaching to be effective. However, only a few studies have focused on the design and application of instruments that are capable of exploring different aspects of teachers’ didactic-mathematical knowledge about specific topics. This article reports the results obtained following the application of a questionnaire designed specifically to assess certain key features of prospective, higher secondary-education teachers’ knowledge of the derivative. The questionnaire was constructed using a theoretical model of mathematical knowledge for teaching based on the onto-semiotic approach to mathematical knowledge. |
| doi_str_mv | 10.1007/s10857-016-9349-8 |
| format | Article |
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| identifier | ISSN: 1386-4416 |
| ispartof | Journal of mathematics teacher education, 2018-02, Vol.21 (1), p.63-94 |
| issn | 1386-4416 1573-1820 |
| language | eng |
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| source | EBSCOhost Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Education Knowledge Mathematical analysis Mathematics Education Mathematics Instruction Mathematics Skills Mathematics Teachers Philosophy of Education Questionnaires Secondary School Teachers Teacher Education Teacher Effectiveness Teachers Teaching Teaching and Teacher Education |
| title | Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative |
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