
06452181
a
2015d.00382
Rasmussen, Klaus
Winsl{\o}w, Carl
Didactic codetermination in the creation of an integrated math and science teacher education: the case of mathematics and geography.
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 610, 2013. Ankara: Middle East Technical University (ISBN 9789754293159). 32063216 (2013).
2013
Ankara: Middle East Technical University
EN
D39
B50
M59
D49
disciplinary teaching module
intended interaction
integrated math and science teacher education
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 preservice teacher education. Reporting from the preexperimentation 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 bidisciplinary teachingmodule 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.