Abstract
Mathematics teachers’ reflection is an interesting research topic. However, despite the great efforts already made, little is known about the role mathematical knowledge plays in reflection and how teachers’ professional knowledge is developed. This problem seems to lie in the lack of appropriate models to investigate it. To approach this problem, this paper aims to construct a reference model of teachers’ reflection, focusing on interactions between mathematical and didactic knowledge. For this purpose, the notion of paradidactic praxeology has been used. The reference model was built by classifying the genres of paradidactic tasks and considering model of the praxeologies. To check the effectiveness of the model, an exploratory analysis of a student-teachers’ reflection was conducted. As a result, two remarkable paradidactic phenomena were found, showing the potential of the model to investigate teachers’ reflection.
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Acknowledgements
This work was supported by JSPS KAKENHI Grant Number JP19K14242.
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Hakamata, R. (2021). Building Reference Paradidactic Praxeological Model for Investigating Teachers’ Reflection. In: Barquero, B., Florensa, I., Nicolás, P., Ruiz-Munzón, N. (eds) Extended Abstracts Spring 2019. Trends in Mathematics(), vol 13. Birkhäuser, Cham. https://doi.org/10.1007/978-3-030-76413-5_4
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DOI: https://doi.org/10.1007/978-3-030-76413-5_4
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