Didaktické znalosti obsahu a matematické vzdělávání učitelů

• Authors: František Kuřina

Title variants

EN

Pedagogical content knowledge and mathematics education of teachers

• Languages of publication: CS

Abstracts

EN

In the introduction we outline some problems of mathematics education, especially the problem of instructive and constructive approaches to learning. In the second part we compare the concept of pedagogical content knowledge with the concept of didactics as school formation. We prove that Shulman’s missing paradigm is plentifully represented in Czech didactics. Further, we characterize global and partial transformations as diff erent approaches to development of pedagogical content knowledge. The issue of understanding is discussed together with the work of Liping Ma and stresses the importance of so called “good practice”. The third part deals with the possibilities of integration of didactic and content dimensions of mathematics in teacher education.

Keywords

EN

Pedagogical content knowledge Mathematics education; Didactics as school formation Understanding; Didactic transformation; Good practice

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2012
• Volume: 22
• Issue: 2
• Pages: 162-180

Contributors

author

František Kuřina

• Redakce časopisu Pedagogická orientace Doc. PhDr. Tomáš Janík, Ph.D., M.Ed. Institut výzkumu školního vzdělávání PdF MU Poříčí 31 603 00 Brno, Czech Republic