Interpretative Knowledge: Insight From a Case Study With Student Teachers

• In Event: 66.059 - Poster Session 14
  In Poster Session: 66.059-2 - Mathematics in Teacher Education and Professional Development

Abstract

We focus on the mathematical knowledge mobilized by student teachers when interpreting and giving meaning and feedback to students’ productions in a problem concerning powers of ten. The special kind of knowledge revealed is called interpretative knowledge. We investigate how the interpretative knowledge depends from, and is intertwined with, common content knowledge and specialized content knowledge, considering the mathematical knowledge for teaching perspective. Our sample of student teachers is taken here from a class of students in a Master’s program.

Authors

• Arne Jakobsen, University of Stavanger

• Miguel Ribeiro

• Maria Mellone, University of Naples Federico II

• Roberto Tortora, University of Naples Federico II