A model of mathematics teacher knowledge and a comparative study in Denmark, France and Japan
A model for mathematics teacher knowledge based on the anthropological theory of didactics is presented together with a methodological discussion of how to assess such knowledge in practice. To this end we propose a concrete method involving “hypothetical teacher tasks” and individual as well as col...
Kaydedildi:
| Yayımlandı: | URI:https://journals.openedition.org/adsc, |
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| Asıl Yazarlar: | , , |
| Materyal Türü: | Article ou chapitre numérique |
| Dil: | Anglais |
| Baskı/Yayın Bilgisi: |
Annales de Didactique et de Sciences Cognitives
2026
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| Konular: | |
| Online Erişim: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |