Überzeugungen von Lehramtsstudierenden zum Lernpotential von Aufgaben mit Modellierungsgehalt

Authors

  • Sebastian Kuntze
  • Luzia Zöttl

DOI:

https://doi.org/10.18716/ojs/md/2008.1085

Abstract

Instruction- and subject-related convictions of mathematics teachers as components of professional knowledge can be content- and situation-specific on the one hand or rather general and not depending on particular situations on the other hand. As tasks play a central role for creating learning opportunities in mathematics instruction, convictions about tasks are considered to be contained in a rather situated domain of professional knowledge very relevant for instructional practice. The results of a study with 200 participating prospective teachers offer insight into convictions about modelling tasks, which might have an impact on the task-related classroom practice. Moreover, the results indicate correspondences with more general beliefs.

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Published

2008-07-01

Issue

Section

Freie Beiträge

How to Cite

Überzeugungen von Lehramtsstudierenden zum Lernpotential von Aufgaben mit Modellierungsgehalt. (2008). Mathematica Didactica, 31, 46-70. https://doi.org/10.18716/ojs/md/2008.1085