The results of a comparative case study on mathematical and pedagogical content knowledge in the area of argumentation and proof of future teachers in Germany and Hong Kong are reported in this article. The study forms part of a qualitatively oriented comparative study on future teachers in Australia, Germany, and Hong Kong. Six case studies based on interviews and written questionnaires are described. These case studies show the strengths of the Hong Kong future teachers in mathematical knowledge in the area of argumentation and proof, whereas the three German future teachers perform stronger in the related pedagogical content domain. Furthermore, regarding the German future teachers, it seems that the two domains of knowledge are more strongly connected to each other. The results are interpreted in the light of related research, such as the MT21 study.
- How nice! Actually, I thought it might be you when I heard your name, Raymond (@MathEdnet)! We should talk tomorrow :-) 2 months ago
- Enjoyed rehearsing rehearsals at #Novemberkonferansen with @ekazemi today! Choral counting has a lot to it! 6 months ago
- J. Skott: «Generic example of generic proofs is Gauss: 1+2+3...+100=?» #Novemberkonferansen #playonwords 6 months ago
- Next up at #Novemberkonferansen is Jeppe Skott, who talks about Goldilocks, mathematical reasoning and proof. Nice combination :-) 6 months ago
- Listening to a very nice lecture on the importance of maths by Chris Budd ( people.bath.ac.uk/mascjb/) at #Novemberkonferansen 6 months ago