Interdisciplinary tasks: Pre-service teachers’ choice and approach

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Abstract

This study focusses on the criteria used by pre-service teachers of Mathematics to
choose interdisciplinary tasks. The pre-service teachers’ knowledge is assumed as the basis of the actions taken and used as the origin of the choices and approaches observed. The study adopts a qualitative and interpretative methodology and the data were collected using class observation and interviews. The analysis is guided by the Application and Pedagogical Content Knowledge, a model inspired on TPACK (from Mishra and Koehler) and MKT (from Ball and colleagues). The conclusions point to an appreciation of the mathematical part of the tasks and to a devaluation of the remaining components. This suggests difficulty in articulating and integrating different domains of knowledge and points to a fragmented view of the potential of using mathematical applications.
Original languageEnglish
Title of host publicationProceedings of ATEE Winter Conference ‘Science and mathematics education in the 21st century’
EditorsLaurinda Leite, Elizabeth Oldham, Luísa Carvalho, Ana S. Afonso, Floriano Viseu, Luís Dourado, Maria Helena Martinho
Place of PublicationBrussels
PublisherAssociation for Teacher Education in Europe (ATEE)
Pages82-93
Number of pages12
ISBN (Print)9789082506549
Publication statusPublished - 2019

Keywords

  • applications
  • mathematics
  • pre-service teachers
  • teachers’ knowledge

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