Teachers' resources in analysing mathematical content and classroom situations: The case of using multiple tepresentations
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4 février 2015
- handle: 10670/1.v11wqk
- hal: hal-01289863
info:eu-repo/semantics/OpenAccess
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Teachers' analysing PCK CK multiple representationsSujets proches
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Sebastian Kuntze et al., « Teachers' resources in analysing mathematical content and classroom situations: The case of using multiple tepresentations », HAL-SHS : sciences de l'éducation, ID : 10670/1.v11wqk
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Résumé
Using multiple representations for mathematical objects in the classroom is a key for fostering students' understanding. As teachers have to analyse both mathematical content and classroom situations in order to effectively accompany learning processes, they need corresponding professional knowledge and resources. As specific empirical research is scarce, this study aims at collecting first evidence about whether and how different samples of pre-service and in-service teachers analyse content against the idea of using multiple representations and whether these content-related resources interdepend with their awareness of the role of dealing with representations in classroom situations. The findings indicate expected differences in resources and interdependencies between CK and PCK.