Investigating how secondary school teachers perceive mathematical concepts in application contexts: The case of ratio and chemistry tasks
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43910365" target="_blank" >RIV/60076658:12410/25:43910365 - isvavai.cz</a>
Result on the web
<a href="https://hal.science/hal-05334631" target="_blank" >https://hal.science/hal-05334631</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Investigating how secondary school teachers perceive mathematical concepts in application contexts: The case of ratio and chemistry tasks
Original language description
This paper presents a qualitative empirical study investigating how secondary school mathematics teachers perceive the concept of ratio in application contexts given by lower secondary school chemistry tasks on stoichiometry. Considering the ability to notice mathematical concepts in application contexts as an integral part of conceptual knowledge of mathematics teachers, especially those who specialise both in mathematics and the school subject covering the application context, the aim of the study is to analyse various ways of how such specialised teachers solve the application tasks, detect potential strengths and weaknesses in their ability to notice mathematical concepts in the tasks and connect the ways of solving to their current teaching practices. As a consequence of the study, we discuss its implications for initial teacher education and professional development courses that educate all mathematics teachers together regardless of their other specialisation.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME 14)
ISBN
979-12-210-8655-3
ISSN
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e-ISSN
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Number of pages
8
Pages from-to
2923-2930
Publisher name
Free University of Bozen-Bolzano, Italy and ERME
Place of publication
Bozen-Bolzano
Event location
Bozen-Bolzano
Event date
Feb 4, 2025
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
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