Comparing German and Slovak teachers’ knowledge of content and students related to functions
- A crucial aspect of learning about (linear) functions is being able to change between graph and equation. Common German and Slovak textbooks propose different procedures for these representational changes. Within a sample of 49 German and 56 Slovak teachers, we analyzed if these different procedures can also be observed in the teachers’ corresponding knowledge of content and students, i. e. if the teachers expected different student strategies and errors. The results confirm this assumption and emphasize the importance to consider this teacher's knowledge in a country-specific way and being careful when comparing such knowledge of teachers from different countries.
| Author: | Ute Sproesser, Veronika Hubeňáková, Ingrid Semanišinová |
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| DOI: | https://doi.org/10.24917/20809751.13.5 |
| Publisher: | Annales Universitatis Paedagogicae Cracoviensis |
| Document Type: | Working Paper |
| Language: | English |
| Publishing Institution: | Pädagogische Hochschule Ludwigsburg |
| Release Date: | 2023/01/25 |
| Year of Completion: | 2021 |
| Tag: | lineare Funktionen; Mathematikdidaktik; länderspezifisches Wissen |
| GND Keyword: | Mathematik; Unterricht |
| Issue: | Studia Ad Didacticam Mathematicae Pertinentia 13 , 115–125 |
| Note: | Volltext kann unter angegebener DOI abgerufen werden. |
| DDC class: | 300 Sozialwissenschaften / 370 Erziehung, Schul- und Bildungswesen |
| Open Access: | Ja |
| Licence (German): |  Creative Commons - CC BY - Namensnennung 4.0 International |