Volltext-Downloads (blau) und Frontdoor-Views (grau)

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.

Export metadata

Additional Services

Search Google Scholar


Author:Ute Sproesser, Veronika Hubeňáková, Ingrid Semanišinová
Publisher:Annales Universitatis Paedagogicae Cracoviensis
Document Type:Working Paper
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
Volltext kann unter angegebener DOI abgerufen werden.
DDC class:300 Sozialwissenschaften / 370 Erziehung, Schul- und Bildungswesen
Open Access:Ja
Licence (German):License LogoCreative Commons - CC BY - Namensnennung 4.0 International