Teachers' resources in analysing mathematical content and classroom situations: The case of using multiple tepresentations

Sebastian Kuntze (1) , Anika Dreher (1) , Marita Friesen (1)

1 Pädagogische Hochschule Ludwigsburg

Using multiple representations for mathematical objects in the classroom is a key for fostering students' understanding. As teachers have to analyse both mathematical content and classroom situations in order to effectively accompany learning processes, they need corresponding professional knowledge and resources. As specific empirical research is scarce, this study aims at collecting first evidence about whether and how different samples of pre-service and in-service teachers analyse content against the idea of using multiple representations and whether these content-related resources interdepend with their awareness of the role of dealing with representations in classroom situations. The findings indicate expected differences in resources and interdependencies between CK and PCK.

Mots clés: Teachers' analysing; PCK; CK; multiple representations

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Sebastian Kuntze, Anika Dreher, Marita Friesen. Teachers' resources in analysing mathematical content and classroom situations: The case of using multiple tepresentations. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3213-3219. ⟨hal-01289863⟩