Assessing Key Epistemic Features of Didactic-Mathematical Knowledge of Prospective Teachers: The Case of The Derivative

Autor/inn/en	Pino-Fan, Luis R.; Godino, Juan D.; Font, Vicenç
Titel	Assessing Key Epistemic Features of Didactic-Mathematical Knowledge of Prospective Teachers: The Case of The Derivative
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 1, S.63-94 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-016-9349-8
Schlagwörter	Mathematics Instruction; Teacher Education; Mathematics Teachers; Teacher Effectiveness; Questionnaires; Secondary School Teachers; Mathematics Skills + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01