Reflections on Teacher Professionalisation–A German Perspective

authored by

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.

Organisation(s)

Institute of the Teaching of Mathematics and Physics

Type

Contribution to book/anthology

Pages

37-45

No. of pages

9

Publication date

2021

Publication status

Published

Peer reviewed

Yes

ASJC Scopus subject areas

Mathematics(all)

Electronic version(s)

https://doi.org/10.1007/978-3-030-76413-5_5 (Access: Closed)