Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Annalisa Cusi, Despina Potari
Sapienza University of Rome
⬇ Download PDFThis paper investigates how tasks designed by mathematics teacher educators can support prospective mathematics teachers in using research-based theoretical ideas within teaching-related practices. Drawing on the Meta-Didactical Transposition model, seven meta-tasks were identified and characterised in relation to the research and teaching practices they mobilise. An a priori analysis of meta-tasks was developed to highlight the boundary objects involved and the potential actions at syntactic, semantic and pragmatic levels that may foster internalisation processes.
prospective mathematics teacherstask design to promote a link between research and practicemeta-didactical transpositionboundary objects