Geodesic
Developing teacher competence regarding the cognitive requirement of mathematical tasks – a video-based intervention
Didactica Mathematicae, Tome 40 (2018), pp. 65-95.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

To date, there has not been much research into the practice of planning math lessons and how teachers make didactic decisions regarding the basic dimension of cognitive activation. The present study shows how video-based trainings can be used to help teachers (N = 48) expand their categorical knowledge in terms of cognitive requirement of mathematical tasks and use that knowledge in a flexible manner. This is meaningful insofar as it can show whether and to what extent teachers can address such challenges more effectively when planning their lessons. For example, such challenges might arise in the field of individualized learning processes. Finally, implications for optimizing teacher training and for further research requirements are discussed.
DOI : 10.14708/dm.v40i0.6433
Mots-clés : professional development, secondary education, cognitive processes, task design, teacher education 
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Bruno Scheja; Sabine Castelli. Developing teacher competence regarding the cognitive requirement of mathematical tasks – a video-based intervention. Didactica Mathematicae, Tome 40 (2018), pp.  65-95. doi : 10.14708/dm.v40i0.6433. http://geodesic.mathdoc.fr/articles/10.14708/dm.v40i0.6433/

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