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Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development

Artigo2022

Susanne Prediger ORCID; Susanne Prediger ORCID; Susanne Prediger ORCID; Daniela Götze ORCID; Daniela Götze ORCID; Lars Holzäpfel ORCID; Lars Holzäpfel ORCID; Bettina Rösken-Winter ORCID; Bettina Rösken-Winter ORCID; Christoph Selter ORCID; Christoph Selter ORCID

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Resumo

The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characterizing the four perspectives, and then shows how they are iteratively intertwined in providing a research base for specifying high-quality principles for teaching, in our case exemplified for the school subject mathematics. For this goal, we present the set of five principles that we have deemed as core principles for a new nationwide, ten-year professional development program in Germany: Conceptual Focus, Cognitive Demand, Student Focus and Adaptivity, Longitudinal Coherence, and Enhanced Communication. We will discuss these five principles against their backgrounds stemming from combing normative, epistemological, empirical, and pragmatic perspectives. This set of principles serves as an exemplary case to substantiate our general argumentation that contemporary educational research and professional development activities should not choose between perspectives but strive for combining them.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Education, v. 7
Editora
Frontiers Media S.A.
Ano
2022 (2022-10)
Idioma
en
Palavras-chave
good teaching; effective teaching; mathematics education; instructional quality; teacher professional development; teaching quality; teaching principles; normative approach; epistemological perspectives; empirical perspectives; pragmatic approach; cognitive demand; student focus; longitudinal coherence; classroom communication
Temas
Formação de Professores de Matemática
DOI
10.3389/feduc.2022.969212
ISSN
2504-284X
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
PREDIGER, Susanne et al.. Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development. Frontiers in Education, v. 7, 2022. DOI: https://doi.org/10.3389/feduc.2022.969212.

APA

Prediger, S., Prediger, S., Prediger, S., Götze, D., Götze, D., Holzäpfel, L., Holzäpfel, L., Rösken-Winter, B., Rösken-Winter, B., Selter, C., & Selter, C. (2022). Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.969212

BibTeX
@article{prediger2022,
  author = {Prediger, Susanne and Prediger, Susanne and Prediger, Susanne and Götze, Daniela and Götze, Daniela and Holzäpfel, Lars and Holzäpfel, Lars and Rösken-Winter, Bettina and Rösken-Winter, Bettina and Selter, Christoph and Selter, Christoph},
  title = {Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development},
  year = {2022},
  journal = {Frontiers in Education},
  volume = {7},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/feduc.2022.969212},
  language = {en}
}
RIS
TY  - JOUR
AU  - Prediger, Susanne
AU  - Prediger, Susanne
AU  - Prediger, Susanne
AU  - Götze, Daniela
AU  - Götze, Daniela
AU  - Holzäpfel, Lars
AU  - Holzäpfel, Lars
AU  - Rösken-Winter, Bettina
AU  - Rösken-Winter, Bettina
AU  - Selter, Christoph
AU  - Selter, Christoph
TI  - Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development
PY  - 2022
JO  - Frontiers in Education
VL  - 7
DO  - 10.3389/feduc.2022.969212
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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