Coherence in mathematics teacher education

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschung

Standard

Coherence in mathematics teacher education. / Ostermann, Andreas; Besser, Michael; Leuders, Timo.
Beiträge zum Mathematikunterricht 2017: 51. Jahestagung der Gesellschaft für Didaktik der Mathematik. Hrsg. / Ulrich Kortenkamp; Ana Kuzle. Band 2 Münster: WTM - Verlag für wissenschaftliche Texte und Medien, 2018. S. 745-748.

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschung

Harvard

Ostermann, A, Besser, M & Leuders, T 2018, Coherence in mathematics teacher education. in U Kortenkamp & A Kuzle (Hrsg.), Beiträge zum Mathematikunterricht 2017: 51. Jahestagung der Gesellschaft für Didaktik der Mathematik. Bd. 2, WTM - Verlag für wissenschaftliche Texte und Medien, Münster, S. 745-748, Tagung der Gesellschaft für Didaktik der Mathematik 2017, Potsdam, Brandenburg, Deutschland, 27.02.17. https://doi.org/10.17877/DE290R-18604

APA

Ostermann, A., Besser, M., & Leuders, T. (2018). Coherence in mathematics teacher education. In U. Kortenkamp, & A. Kuzle (Hrsg.), Beiträge zum Mathematikunterricht 2017: 51. Jahestagung der Gesellschaft für Didaktik der Mathematik (Band 2, S. 745-748). WTM - Verlag für wissenschaftliche Texte und Medien. https://doi.org/10.17877/DE290R-18604

Vancouver

Ostermann A, Besser M, Leuders T. Coherence in mathematics teacher education. in Kortenkamp U, Kuzle A, Hrsg., Beiträge zum Mathematikunterricht 2017: 51. Jahestagung der Gesellschaft für Didaktik der Mathematik. Band 2. Münster: WTM - Verlag für wissenschaftliche Texte und Medien. 2018. S. 745-748 doi: 10.17877/DE290R-18604

Bibtex

@inbook{d214dbf6d8d64d49a19abd5807f3030e,
title = "Coherence in mathematics teacher education",
abstract = "A deficit of traditional teacher education, is the fragmentation of teachers{\textquoteright} professional knowledge in single disciplines. While general measures from questionnaires are available, there is only little knowledge about student tea-chers{\textquoteright} perception of the complex interplay of their study areas, i.e. their per-ception of coherence. The present interview study investigates student tea-chers{\textquoteright} perception of coherence in mathematics teacher education. While re-cent studies report findings about coherence between theory and practice, we focus on coherence between mathematical content knowledge and pedago-gical content knowledge. We firstly identify inductively fields of knowledge that student teachers consider as relevant for their future profession as ma-thematic teachers. By means of qualitative content analysis we confirmed this category system deductively. Secondly,we investigate existing or requi-red coherence relations of these categories in teacher education. On the basis of these studies and further theoretical knowledge known from literature, we intend to develop a quantitative instrument to survey studentteachers{\textquoteright} per-ception of coherence in teaching",
keywords = "Didactics of Mathematics, Empirical education research",
author = "Andreas Ostermann and Michael Besser and Timo Leuders",
year = "2018",
doi = "10.17877/DE290R-18604",
language = "English",
isbn = "978-3-95987-071-9",
volume = "2",
pages = "745--748",
editor = "Ulrich Kortenkamp and Ana Kuzle",
booktitle = "Beitr{\"a}ge zum Mathematikunterricht 2017",
publisher = "WTM - Verlag f{\"u}r wissenschaftliche Texte und Medien",
note = "Jahrestagung der Gesellschaft f{\"u}r Didaktik der Mathematik ; Conference date: 27-02-2017 Through 03-03-2017",
url = "http://2017.gdm-tagung.de/2017",

}

RIS

TY - CHAP

T1 - Coherence in mathematics teacher education

AU - Ostermann, Andreas

AU - Besser, Michael

AU - Leuders, Timo

N1 - Conference code: 51

PY - 2018

Y1 - 2018

N2 - A deficit of traditional teacher education, is the fragmentation of teachers’ professional knowledge in single disciplines. While general measures from questionnaires are available, there is only little knowledge about student tea-chers’ perception of the complex interplay of their study areas, i.e. their per-ception of coherence. The present interview study investigates student tea-chers’ perception of coherence in mathematics teacher education. While re-cent studies report findings about coherence between theory and practice, we focus on coherence between mathematical content knowledge and pedago-gical content knowledge. We firstly identify inductively fields of knowledge that student teachers consider as relevant for their future profession as ma-thematic teachers. By means of qualitative content analysis we confirmed this category system deductively. Secondly,we investigate existing or requi-red coherence relations of these categories in teacher education. On the basis of these studies and further theoretical knowledge known from literature, we intend to develop a quantitative instrument to survey studentteachers’ per-ception of coherence in teaching

AB - A deficit of traditional teacher education, is the fragmentation of teachers’ professional knowledge in single disciplines. While general measures from questionnaires are available, there is only little knowledge about student tea-chers’ perception of the complex interplay of their study areas, i.e. their per-ception of coherence. The present interview study investigates student tea-chers’ perception of coherence in mathematics teacher education. While re-cent studies report findings about coherence between theory and practice, we focus on coherence between mathematical content knowledge and pedago-gical content knowledge. We firstly identify inductively fields of knowledge that student teachers consider as relevant for their future profession as ma-thematic teachers. By means of qualitative content analysis we confirmed this category system deductively. Secondly,we investigate existing or requi-red coherence relations of these categories in teacher education. On the basis of these studies and further theoretical knowledge known from literature, we intend to develop a quantitative instrument to survey studentteachers’ per-ception of coherence in teaching

KW - Didactics of Mathematics

KW - Empirical education research

UR - https://d-nb.info/1159999295/04

U2 - 10.17877/DE290R-18604

DO - 10.17877/DE290R-18604

M3 - Article in conference proceedings

SN - 978-3-95987-071-9

VL - 2

SP - 745

EP - 748

BT - Beiträge zum Mathematikunterricht 2017

A2 - Kortenkamp, Ulrich

A2 - Kuzle, Ana

PB - WTM - Verlag für wissenschaftliche Texte und Medien

CY - Münster

T2 - Jahrestagung der Gesellschaft für Didaktik der Mathematik

Y2 - 27 February 2017 through 3 March 2017

ER -

DOI

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