This paper focuses on the mathematical knowledge mobilized by student teachers when interpreting and giving feedback to students’ productions in a problem concerning powers of ten. The special kind of knowledge involved here was elsewhere called by us the interpretative knowledge. In this study we want to deeply investigate how the interpretative knowledge depends from and is intertwined with CCK and SCK (Ball et al., 2008). To this end, our sample of student teachers is taken here from a class of students of a Master’s degree in Mathematics.
DISCUSSING SECONDARY PROSPECTIVE TEACHERS’ INTERPRETATIVE KNOWLEDGE: A CASE STUDY / Arne, Jakobsen; Mellone, Maria; Miguel, Ribeiro; Tortora, Roberto. - 3:(2016), pp. 35-42. (Intervento presentato al convegno 40th Conference of the International Group for the Psychology of Mathematics Education. Mathematics Education: How to solve it? tenutosi a Szeged, Ungheria nel 3–7 Agosto, 2016).
DISCUSSING SECONDARY PROSPECTIVE TEACHERS’ INTERPRETATIVE KNOWLEDGE: A CASE STUDY
MELLONE, MARIA;TORTORA, ROBERTO
2016
Abstract
This paper focuses on the mathematical knowledge mobilized by student teachers when interpreting and giving feedback to students’ productions in a problem concerning powers of ten. The special kind of knowledge involved here was elsewhere called by us the interpretative knowledge. In this study we want to deeply investigate how the interpretative knowledge depends from and is intertwined with CCK and SCK (Ball et al., 2008). To this end, our sample of student teachers is taken here from a class of students of a Master’s degree in Mathematics.| File | Dimensione | Formato | |
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