Reflections on Teacher Professionalisation–A German Perspective
- verfasst von
- Sarah Khellaf, Reinhard Hochmuth
- Abstract
Mathematics teacher education in Germany faces several challenges that can be described in terms of a disconnectedness of praxeologies present in and between different institutions, for example, the so-called double discontinuity. In this contribution, we give a brief outline of how we take into account this institutional context in the design of an introductory course in didactics of mathematics. After describing general course aims, we present an example task that intends to illuminate the raison d’être of praxeologies taught in introductory mathematics lectures. We then discuss a specific difficulty that became apparent in student works. Based on an institutional interpretation and proposals from the ATD, we formulate ideas for ways to alleviate this difficulty in the example task.
- Organisationseinheit(en)
-
Institut für Didaktik der Mathematik und Physik
- Typ
- Beitrag in Buch/Sammelwerk
- Seiten
- 37-45
- Anzahl der Seiten
- 9
- Publikationsdatum
- 2021
- Publikationsstatus
- Veröffentlicht
- Peer-reviewed
- Ja
- ASJC Scopus Sachgebiete
- Mathematik (insg.)
- Elektronische Version(en)
-
https://doi.org/10.1007/978-3-030-76413-5_5 (Zugang:
Geschlossen)
