Theory-related pedagogical content knowledge for teaching simulations and mathematical modelling with digital tools – empirical analysis of the promotion of pre-service teachers

Quarder, J.; Gerber, S.; Siller, H.-S.; Greefrath, G.

Research article in edited proceedings (conference)

Abstract

Teaching simulations and mathematical modelling with digital tools requires theory-related pedagogical content knowledge. This type of knowledge consists of theories about the corresponding potentials and possible uses of digital tools and – as meta-knowledge about processing steps – also modelling cycles. These can be used, for example, in the processing of more complex reality-related problems. The article conceptualises this dimension of pedagogical content knowledge and describes a course for pre-service mathematics teachers at the University of Münster and the University of Würzburg, designed to promote this dimension of knowledge, amongst others. Using an intervention study in a pretest-posttest design, it is quantitatively (N = 146) shown that this knowledge can be effectively developed within the treatment.

Details zur Publikation

Book title: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
Release year: 2023
ISBN: 978-963-7031-04-5
Event: Budapest