id: 06452181
dt: a
an: 2015d.00382
au: Rasmussen, Klaus; Winsløw, Carl
ti: Didactic codetermination in the creation of an integrated math and science
teacher education: the case of mathematics and geography.
so: Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of
the European Society of Research in Mathematics Education, Antalya,
Turkey, February 6‒10, 2013. Ankara: Middle East Technical University
(ISBN 978-975-429-315-9). 3206-3216 (2013).
py: 2013
pu: Ankara: Middle East Technical University
la: EN
cc: D39 B50 M59 D49
ut: disciplinary teaching module; intended interaction; integrated math and
science teacher education
ci:
li:
ab: Summary: This paper presents an application of the anthropological theory
of the didactic to describe and analyse the genesis of an integrated
mathematics and science pre-service teacher education. Reporting from
the pre-experimentation phase, it is shown how the levels in the scale
of didactic codetermination enable us to unterstand more clearly how
integration is envisaged. We examine more closely the case of a
bi-disciplinary teaching-module wherein math plays one part together
with geography, and we demonstrate how the scale can be used to explore
the precise nature of the intended interaction between the two
disciplines.
rv: