Teachers’ mathematical content knowledge in the field of tension between academic and school mathematics
Conference contribution (Article) › Research
Publication data
| By | Aiso Heinze, Anke Lindmeier, Anika Dreher |
| Original language | English |
| Published in | Robin Göller, Rolf Biehler, Reinhard Hochmuth, Hans-Georg Rück (Eds.), Didactics of Mathematics in Higher Education as a Scientific Discipline: Conference Proceedings. (khdm-Report; 17-05) |
| Pages | 21-26 |
| Editor (Publisher) | Universitätsbibliothek Kassel |
| DOI/Link | http://nbn-resolving.de/urn:nbn:de:hebis:34-2016041950121 |
| Publication status | Published – 02.2017 |
The question as to what content knowledge mathematics teachers need is highly relevant for the design of education programs for mathematics teachers. Hence, scholars have been trying to find answers to this question for a long time. Corresponding theoretical conceptualizations and empirical studies of teachers’ mathematical content knowledge diverge widely, however. – This is particularly valid with respect to whether the construct is oriented more towards school mathematics or towards academic mathematics. In this presentation, we will discuss different theoretical as well as empirical approaches and suggest a conceptualization of the content knowledge needed for teaching second-ary mathematics. Furthermore, results of an empirical study with 505 pre-service teachers will be presented.
