Steinbring, Heinz:
Mathematics in teaching processes : The disparity between teacher and student knowledge
In: Recherches en didactique des mathématiques, Jg. 11 (1991), Heft 1, S. 65 - 107
1991Artikel/Aufsatz in Zeitschrift
MathematikFakultät für Mathematik » Didaktik der Mathematik
Titel in Englisch:
Mathematics in teaching processes : The disparity between teacher and student knowledge
Autor*in:
Steinbring, HeinzUDE
GND
112462404X
LSF ID
5779
Sonstiges
der Hochschule zugeordnete*r Autor*in
Erscheinungsjahr:
1991
DuEPublico 1 ID
Sprache des Textes:
Englisch

Abstract in Englisch:

When analyzing episodes of mathematics instruction from an epistemological perspective, it is seen that the disparity between teacher and student knowledge is not simply due to their knowing more or their knowing less. The independent and frequently incompatible levels of understanding knowledge which are peculiar to teachers and to students show how essential it is to make allowance for conceptual as opposed to material aspects, and how the conditions of classroom processes nevertheless always tend to regress to a form of mathematical knowledge strongly determined by subject matter and method.