Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative

Abstract

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.

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Acknowledgments

This study has been performed in the framework of research projects FONDECYT Nº 11150014 (Funded by CONICYT, Chile), EDU2015-64646-P and EDU2012-31869, Ministry of Economy and Competitiveness (MINECO, Spain).

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Correspondence to Luis R. Pino-Fan.

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Pino-Fan, L.R., Godino, J.D. & Font, V. Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative. J Math Teacher Educ 21, 63–94 (2018). https://doi.org/10.1007/s10857-016-9349-8

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Keywords

  • Teacher education
  • Teachers’ knowledge
  • Didactic-mathematical knowledge
  • Epistemic facet
  • Derivative