Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

PRE-SERVICE TEACHERS’ USE OF CRITERION KNOWLEDGE IN THEIR ANALYSIS OF MODELLING-RELATED CLASSROOM SITUATIONS

Michael Fischer, Stefanie Hartmann, Anna Medwed, Martin Bracke, Sebastian Kuntze

PH Ludwigsburg

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinkipp. 563–570ISSN 2790-36482026
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Abstract

The use of criterion knowledge related to mathematics education for the interpretation of classroom situations and the quality of learning opportunities is a crucial component of mathematics teacher expertise, hence important for pre-service teacher (PST) education. However, criterion knowledge can be used in different ways and relatively little is known empirically about how and how consistently pre-service teachers use criterion knowledge. This study consequently focuses on this research need, by exploring how 253 PSTs used criterion knowledge when analysing modelling-related classroom situations. The study concentrates on the criterion domains of openness and authenticity. The results cast light on contrasts in how criterion knowledge relevant for modelling can be used by PSTs and point to specific professional development needs.

Keywords

ModellingNoticingCriteria UseOpennessAuthenticity

Recommended citation

Fischer, M., Hartmann, S., Medwed, A., Bracke, M., & Kuntze, S. (2026). PRE-SERVICE TEACHERS’ USE OF CRITERION KNOWLEDGE IN THEIR ANALYSIS OF MODELLING-RELATED CLASSROOM SITUATIONS. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 563–570). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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