Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative

被引：30
|
作者：
Pino-Fan, Luis R. [1 ]
Godino, Juan D. [2 ]
Font, Vicenc [3 ]
机构：
[1] Univ Los Lagos, Santiago, Chile
[2] Univ Granada, Granada, Spain
[3] Univ Barcelona, Barcelona, Spain
来源：
JOURNAL OF MATHEMATICS TEACHER EDUCATION | 2018年 / 21卷 / 01期
关键词：
Teacher education; Teachers' knowledge; Didactic-mathematical knowledge; Epistemic facet; Derivative;
D O I：
10.1007/s10857-016-9349-8
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：63 / 94
页数：32
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