dc.contributor.author | Strømskag, Heidi | |
dc.date.accessioned | 2019-01-22T11:20:33Z | |
dc.date.available | 2019-01-22T11:20:33Z | |
dc.date.created | 2018-05-13T10:01:50Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | International Network for Didactic Research in University Mathematics. 2018, 2 . | nb_NO |
dc.identifier.issn | 2496-1027 | |
dc.identifier.uri | http://hdl.handle.net/11250/2581737 | |
dc.description.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. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | INDRUM | nb_NO |
dc.title | A model for instructional design in mathematics implemented in teacher education | nb_NO |
dc.title.alternative | A model for instructional design in mathematics implemented in teacher education | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | acceptedVersion | nb_NO |
dc.source.pagenumber | 10 | nb_NO |
dc.source.volume | 2 | nb_NO |
dc.source.journal | International Network for Didactic Research in University Mathematics | nb_NO |
dc.identifier.cristin | 1584701 | |
dc.description.localcode | This article will not be available due to copyright restrictions (c) 2018 by INDRUM | nb_NO |
cristin.unitcode | 194,63,15,0 | |
cristin.unitname | Institutt for matematiske fag | |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 0 | |