Investigating how secondary school teachers perceive mathematical concepts in application contexts: The case of ratio and chemistry tasks

Kód výsledku v 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>

Výsledek na webu

<a href="https://hal.science/hal-05334631" target="_blank" >https://hal.science/hal-05334631</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Investigating how secondary school teachers perceive mathematical concepts in application contexts: The case of ratio and chemistry tasks

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Investigating how secondary school teachers perceive mathematical concepts in application contexts: The case of ratio and chemistry tasks

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

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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Počet stran výsledku

8

Strana od-do

2923-2930

Název nakladatele

Free University of Bozen-Bolzano, Italy and ERME

Místo vydání

Bozen-Bolzano

Místo konání akce

Bozen-Bolzano

Datum konání akce

4. 2. 2025

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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