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...
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| In: | URI:https://journals.openedition.org/adsc, |
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| Main Authors: | , , |
| Format: | Article ou chapitre numérique |
| Language: | Anglais |
| Published: |
Annales de Didactique et de Sciences Cognitives
2026
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| Subjects: | |
| Online Access: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Summary: | 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 collaborative work of the teachers to be assessed. This discussion is illustrated by a small scale comparative study of how future lower secondary mathematics teachers (just about to graduate) from Denmark, France and Japan approach two hypothetical teacher tasks (related to teaching geometry and arithmetics). |
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