Didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge

This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective el...
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Gespeichert in:

Autor*in:	Zetra Hainul Putra [verfasserIn]

Format:	E-Artikel
Sprache:	Deutsch ; Englisch ; Slowenisch

Erschienen:	2020

Schlagwörter:	didactic transposition hypothetical teacher tasks mathematical and didactic knowledge mathematical knowledge to be taught praxeology taught knowledge

Übergeordnetes Werk:	In: Revija za Elementarno Izobraževanje - University of Maribor Press, 2013, 13(2020), 4, Seite 365-394
Übergeordnetes Werk:	volume:13 ; year:2020 ; number:4 ; pages:365-394

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.18690/rei.13.4.365-394.2020

Katalog-ID:	DOAJ004814185

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author	Zetra Hainul Putra
spellingShingle	Zetra Hainul Putra misc didactic transposition misc hypothetical teacher tasks misc mathematical and didactic knowledge misc mathematical knowledge to be taught misc praxeology misc taught knowledge misc Education misc L Didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge
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topic_title	Didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge didactic transposition hypothetical teacher tasks mathematical and didactic knowledge mathematical knowledge to be taught praxeology taught knowledge
topic	misc didactic transposition misc hypothetical teacher tasks misc mathematical and didactic knowledge misc mathematical knowledge to be taught misc praxeology misc taught knowledge misc Education misc L
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title	Didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge
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title_sort	didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge
title_auth	Didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge
abstract	This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective elementary teachers in a mathematics education course. The analysis focuses on mathematical praxeology, especially the type of task and technique. Then, the taught knowledge is investigated from 32 prospective elementary teachers’ collaborative work on two hypothetical teacher tasks (HTT) related to operations with rational numbers.
abstractGer	This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective elementary teachers in a mathematics education course. The analysis focuses on mathematical praxeology, especially the type of task and technique. Then, the taught knowledge is investigated from 32 prospective elementary teachers’ collaborative work on two hypothetical teacher tasks (HTT) related to operations with rational numbers.
abstract_unstemmed	This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective elementary teachers in a mathematics education course. The analysis focuses on mathematical praxeology, especially the type of task and technique. Then, the taught knowledge is investigated from 32 prospective elementary teachers’ collaborative work on two hypothetical teacher tasks (HTT) related to operations with rational numbers.
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title_short	Didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge
url	https://doi.org/10.18690/rei.13.4.365-394.2020 https://doaj.org/article/d28d653120d849ccbe43c252480ed983 http://rei.pef.um.si/images/Izdaje_revije/2020/04/REI_13_4_CLANEK1.pdf https://doaj.org/toc/1855-4431
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Didactic transposition of rational numbers: a case from a textbook analysis and prospective elementary teachers’ mathematical and didactic knowledge

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