Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Farouq Sessah Mensah
Stockholm University
⬇ Download PDFThis study examines how meta-didactic praxeologies are structured in mathematics teacher education to prepare pre-service teachers for teaching with instructional technology. Using the Anthropological Theory of the Didactic, a qualitative case study was conducted with two mathematics teacher educators at a Ghanaian university, drawing on course plans and interviews. The analysis focused on the types of tasks, techniques, technologies, and theories at the meta-didactic level. The findings reveal contrasting praxeologies oriented toward design-based conceptual exploration and remedial–diagnostic stabilisation. Representation and decomposition dominated as the meta-didactic technique, while approximation was limited, and justificatory discourse remained largely tacit.
Instructional technologymathematics teacher educationmeta-didactic praxeologyanthropological theory of the didactics