A model for instructional design in mathematics implemented in teacher education

Abstract

This paper presents a model for instructional design in mathematics and reports from student teachers’ experimentation with it in secondary school. The model is framed within the theory of didactical situations in mathematics. It contributes to the research field through the notion of an epistemological model, which provides an enhanced understanding of the stage of ‘conception and a priori analysis’ of didactical engineering. Findings show how the model is instrumental in creating student teachers’ awareness of the impact of the milieu on the nature of the knowledge developed by the pupils.