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Mathematical Knowledge for Teaching and Mathematics Didactic Knowledge: A Comparative Study

Artigo2024

Thorsten Scheiner; Nils Buchholtz; Gabriele Kaiser

Metadados apenas Página oficial: Mathematical Knowledge for Teaching and Mathematics Didactic Knowledge: A Comparative Study (abre em nova aba)

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Resumo

This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: 'mathematical knowledge for teaching' and 'mathematics didactic knowledge'. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical knowledge for teaching is viewed as a utilitarian-pragmatic approach rooted in English-speaking traditions as it focuses on its use in teaching and represents a practice-based conceptualization of knowledge domains required for mathematics teaching. Mathematics didactic knowledge, on the other hand, is considered normative-descriptive as it is formulated based on didactic principles and broader theoretical perspectives, providing a theory-driven conceptualization of knowledge domains rooted in traditions of German-speaking didactics of mathematics. The paper further highlights similarities and differences in these two constructs through an examination of two central knowledge domains: specialized content knowledge (part of mathematical knowledge for teaching) and subject matter didactic knowledge (part of mathematics didactic knowledge).

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2024
Idioma
en
Palavras-chave
Mathematics Instruction; Mathematics Teachers; Pedagogical Content Knowledge; Knowledge Level; Educational Principles; Teaching Methods; English; German; Educational Practices
Temas
Didática da Matemática
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SCHEINER, Thorsten; BUCHHOLTZ, Nils; KAISER, Gabriele. Mathematical Knowledge for Teaching and Mathematics Didactic Knowledge: A Comparative Study. Journal of Mathematics Teacher Education, 2024. Disponível em: http://dx.doi.org/10.1007/s10857-023-09598-z. Acesso em: 5 nov. 2026.

APA

Scheiner, T., Buchholtz, N., & Kaiser, G. (2024). Mathematical Knowledge for Teaching and Mathematics Didactic Knowledge: A Comparative Study. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-023-09598-z

BibTeX
@article{scheiner2024,
  author = {Scheiner, Thorsten and Buchholtz, Nils and Kaiser, Gabriele},
  title = {Mathematical Knowledge for Teaching and Mathematics Didactic Knowledge: A Comparative Study},
  year = {2024},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-023-09598-z},
  language = {en}
}
RIS
TY  - JOUR
AU  - Scheiner, Thorsten
AU  - Buchholtz, Nils
AU  - Kaiser, Gabriele
TI  - Mathematical Knowledge for Teaching and Mathematics Didactic Knowledge: A Comparative Study
PY  - 2024
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-023-09598-z
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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