A framework for a comparative study of pre-service elementary teachers’ knowledge of rational numbers

Zetra Putra, Carl Winsløw

Resumo


Abstract

This paper presents a framework of a PhD research of the first author about a comparative study of pre-service elementary teachers’ knowledge of rational numbers between Indonesia and Denmark. To obtain the data, the authors design a series of hypothetical teacher tasks (HTTs), inspired by a paper of Durand-Guerrier, Winsløw, and Yoshida (2010). Subjects in this research are pre-service elementary teachers from a selection of different University Colleges in Denmark and from the elementary school teacher education study program, Riau University, in Indonesia. The praxeological reference models and the levels of didactic codetermination are used as tools to analyse the result.

Resumen

 Este artículo presenta un marco general de un proyecto de investigación doctoral. Se trata de un estudio comparativo sobre el conocimiento acerca de los números racionales en la formación de maestros de enseñanza primaria en Indonesia y Dinamarca. Para obtener los datos los autores han construido una serie de «tareas hipotéticas de enseñanza» (HTTs), inspiradas de un artículo de Durand-Guerrier, Winsløw y Yoshida (2010). Participan en nuestra investigación estudiantes de una selección de diferentes colegios universitarios en Dinamarca y del programa de formación de maestros de primaria de la Universidad de Riau en Indonesia. El análisis utiliza los niveles de codeterminación didácticos y los modelos praxeológicos de referencia.


Résumé

Cet article présente le cadre d’un projet de recherche doctoral. Il s’agit d’une étude comparative sur les connaissances sur les nombres rationnels, chez des étudiants en formation pour enseigner à l’école primaire, en Indonésie et au Danemark. Pour obtenir les données, les auteurs construisent une série de « tâches hypothétiques d’enseignement » (HTTs), inspirés par un article de Durand-Guerrier, Winsløw et Yoshida (2010). Les sujets de notre recherche sont des étudiants d’une sélection de différents collèges universitaires au Danemark et du programme de formation d’enseignants au primaire de l’Université de Riau en Indonésie. Un modèle praxéologique de référence et les niveaux de codétermination didactique sont utilisés pour l’analyse.



Palavras-chave


comparative study; elementary teachers’ knowledge; rational numbers

Texto completo:

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Referências


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DOI: https://doi.org/10.23925/1983-3156.2019v21i4p063-073

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