On the Relevance of Epistemological Awareness for Classroom Practices of Teachers

被引：0

作者：

Prediger, Susanne ^{[1
]}

Hefendehl-Hebeker, Lisa ^{[2
]}

机构：

[1] Tech Univ Dortmund, Inst Entwicklung & Erforsch Mathematikunterrichts, D-44221 Dortmund, Germany

[2] Univ Duisburg Essen, Thea Leymann Str 9, D-45127 Essen, Germany

来源：

JOURNAL FUR MATHEMATIK-DIDAKTIK | 2016年 / 37卷 / 01期

关键词：

D O I：

10.1007/s13138-016-0085-5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article contributes to the discourse about teachers' professional knowledge. Following early ideas of Arnold Kirsch, it introduces the construct of epistemological awareness for specifying necessary aspects of reflection beyond the professional mathematical knowledge for teaching. By the method of job analysis, didactical core tasks are analyzed with respect to their epistemological demands in order to specify aspects of epistemological awareness.

引用

页码：239 / 262

页数：24

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