Didactic-mathematical tasks as a teacher-education element situating pre-service teachers in professional activity¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

Didactic-mathematical tasks combine a professional activity of secondary teachers (e.g. analyzing school textbook problems) with mathematical content (e.g. functions), supported by mathematics education articles and teacher explanations. The article presents them as a contribution to pre-service teacher education: "a contribution of this study is the incorporation of didactic-mathematical tasks as a new element that allows to situate these pre-service teachers in their future professio nal activity". Solving such tasks in small groups generated the discourse from which norms were inferred.

Design Implications¶

Context¶

Requirements¶

• Tasks should encompass professional activities very present in teachers' work and familiar mathematical content to encourage communication among pre-service teachers.

Constraints¶

• The authors note the lack of coherence between these tasks and pre-service teachers' previous educational experiences may favor the emergence of the identified norms.

Target Learners¶

• pre-service secondary mathematics teachers in a Master's teacher-training program

Target Learning Goals¶

• analyzing pupils' mathematical productions and school mathematics problems

Claims¶

• Five socio-didactic-mathematical norms can be inferred from pre-service secondary mathematics teachers' discourse while solving a didactic-mathematical task [+M]
• Three of the inferred norms relate to the mathematical content and its learning, including privileging the table of values and devaluing explanation [+M]
• The inferred norms show features of a traditional teacher perspective, while SDMN 4 shows features of a perception-based perspective [+M]
• Two inferred norms concern teachers' role, with the teacher-validation norm appearing in all participating groups [+M]

Related Elements¶

Examples¶

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Key Sources¶

• Toscano, R., Sánchez, V., & García, M. (2019). Combining Theoretical Approaches: Socio-Didactic-Mathematical Norms and Perspectives in Pre-service Secondary Mathematics Teachers' Discourse. International Electronic Journal of Mathematics Education, 14(3), 455-466. https://doi.org/10.29333/iejme/5748