The Role of Professional Knowledge for Teachers' Analysing of Classroom Situations Regarding the Use of Multiple Representations

Autor/inn/en	Friesen, Marita Eva; Kuntze, Sebastian
Titel	The Role of Professional Knowledge for Teachers' Analysing of Classroom Situations Regarding the Use of Multiple Representations
Quelle	In: Research in Mathematics Education, 22 (2020) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2019.1710555
Schlagwörter	Mathematics Instruction; Teaching Methods; Knowledge Base for Teaching; Fractions; Teacher Competencies; Predictor Variables; Knowledge Level; Mathematical Concepts; Pedagogical Content Knowledge; Foreign Countries; Preservice Teachers; Student Teachers; Secondary School Teachers; Secondary School Mathematics; Germany + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Bruchrechnung; Lehrkunst; Prädiktor; Wissensbasis; Pädagogische Kompetenz; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Deutschland
Abstract	Using multiple representations and changing between them is at the heart of the mathematics classroom; unconnected changes can, however, be obstructive for students' learning. In order to support students' learning with multiple representations, teachers have to link observed situation aspects with relevant professional knowledge, a competence we described as teachers' analysing of classroom situations in prior research. Although teachers' professional knowledge plays a critical role in such competence, empirical evidence regarding different facets of such knowledge and their interplay is still scarce. This study investigates different facets of teachers' knowledge of using multiple representations in the context of learning fractions and their role for teachers' corresponding competence of analysing. We asked N = 298 teachers at different levels of expertise to analyse six classroom situations presented as text, comic or video. Our findings indicate that knowledge facets related to mathematical content are significant predictors for teachers' competence of analysing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01