Content and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong.

Autor/inn/en	Corleis, Alexandra; Schwarz, Björn; Kaiser, Gabriele; Leung, Issic K.C.
Titel	Content and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong.
Quelle	In: ZDM : mathematics education, 40 (2008) 5, S. 813-832 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0149-1
Schlagwörter	Wissen; Pädagogische Fähigkeit; Empirische Forschung; Lehrerausbildung; Lehrerbildung; Mathematikunterricht; Beweis; Beweisen
Abstract	The results of a comparative case study on mathematical and pedagogical content knowledge in the area of argumentation and proof of future teachers in Germany and Hong Kong are reported in this article. The study forms part of a qualitatively oriented comparative study on future teachers in Australia, Germany, and Hong Kong. Six case studies based on interviews and written questionnaires are described. These case studies show the strengths of the Hong Kong future teachers in mathematical knowledge in the area of argumentation and proof, whereas the three German future teachers perform stronger in the related pedagogical content domain. Furthermore, regarding the German future teachers, it seems that the two domains of knowledge are more strongly connected to each other. The results are interpreted in the light of related research, such as the MT21 study.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2