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ERIC Number: EJ1167481
Record Type: Journal
Publication Date: 2018-Feb
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1386-4416
Assessing Key Epistemic Features of Didactic-Mathematical Knowledge of Prospective Teachers: The Case of The Derivative
Pino-Fan, Luis R.; Godino, Juan D.; Font, Vicenç
Journal of Mathematics Teacher Education, v21 n1 p63-94 Feb 2018
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A