Pre-service teachers learn to analyse classroom situations: How is their development related to the use of technical language?

Marita Friesen (1) , Sebastian Kuntze (1)

1 Pädagogische Hochschule Ludwigsburg

Learning to analyse classroom situations can be considered as an important objective in mathematics teacher education. In this context, the use of technical language is assumed to be an important requirement for pre-service teachers to describe and discuss teaching practice. In our research, we conducted a one-semester university course focusing on pre-service teachers’ learning to analyse the use of multiple representations in mathematics classroom situations and investigated how their development in analysing was related to the technical language they made use of.

Domaines: Education

Marita Friesen, Sebastian Kuntze. Pre-service teachers learn to analyse classroom situations: How is their development related to the use of technical language?. Proceedings of the IV ERME Topic Conference 'Classroom-based research on mathematics and language' (pp. 147-148), Mar 2018, Dresde, Germany. ⟨hal-01856542⟩