Enabling teachers to enact core elements of mathematics in the classroom: a retrospective design-research analysis of interrelated course conceptions and their development phases

• Thomas Bauer ^[1] ; Eva Müller-Hill ^[2]
  1. [1] Philipp University of Marburg

     Philipp University of Marburg

     Landkreis Marburg-Biedenkopf, Alemania

     
  2. [2] University of Rostock

     University of Rostock

     Kreisfreie Stadt Rostock, Alemania

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 57, Nº. 7, 2026, págs. 1486-1514
• Idioma: inglés
• DOI: 10.1080/0020739X.2024.2315110
• Texto completo no disponible (Saber más ...)
• Resumen

  • Mathematics education in secondary schools should not only provide content knowledge but also an understanding of the fundamental processes by which new mathematical knowledge is created – students should experience how mathematics ‘works’ as a discipline. Initiating this, however, has been shown to be a major challenge for teachers. We therefore undertook a developmental project to design courses that would better prepare pre-service teachers for this task. In this article, we conduct an analysis of the project from a design-research perspective, which provides as a result the theoretical output of the project in the form of an articulated design principle.