id: 05919414
dt: a
an: 2011e.00443
au: Novotná, Jarmila; Sarrazy, Bernard
ti: Didactical variability in teacher education.
so: Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary
mathematics. Tasks to enhance prospective and practicing teacher
learning. Berlin: Springer (ISBN 978-0-387-09811-1/hbk;
978-0-387-09812-8/ebook). Mathematics Teacher Education 6, 103-115
(2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: D49 C39 B50
ut: didactical situation; didactical contract; didactical variability;
conditions for the use of algorithms; dialectic tool-object; learning;
transfer of training; problem solving strategies; preservice teacher
education
ci:
li: doi:10.1007/978-0-387-09812-8_7
ab: Summary: It can be often observed that some school students can use taught
knowledge in new contexts, while others although familiar with the
taught algorithms are not able to apply their knowledge in new
contexts. The chapter starts from this observation. The main focus is
consideration of these inter-personal differences as an effect of the
teachers’ didactical variability (Sarrazy 2002) in the domain of word
problems. Students of teachers with weak didactical variability in the
domain of word problems are strong in standard problems, while those of
teachers with advanced didactical variability may be weaker in them but
better performing when solving non-standard, non-algorithmic problems
(see e.g. Novotná, J., \& Sarrazy, B. (2009). Teacher’s didactical
variability and its role in mathematics education. In: Proceedings of
CERME 6. Lyon, in print). The text deals with the crucial question how
to increase teachers’ didactical variability.
rv: