Boundary crossing by design(ing): a design principle for linking mathematics and mathematics education in preservice teacher training
Résumé
Preservice teachers experience a fragmentation in their study program between two academic areas, university mathematics and mathematics education. To reduce this problem, we conduct a design study linking mathematics and mathematics education on two levels: First, the “dovetailing” of mathematics (here the course on complex analysis) and mathematics education, and second, students’ “interlinking” of content and pedagogical content knowledge in the development of learning materials for talented pupils. This paper contributes to the topic on theory and methodology by introducing the design principle “boundary crossing by design(ing)” in “nested design cycles”.
Origine : Fichiers produits par l'(les) auteur(s)
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