Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Trends in Mathematics |
| Herausgeber (Verlag) | Springer Science and Business Media Deutschland GmbH |
| Seiten | 283-291 |
| Seitenumfang | 9 |
| ISBN (elektronisch) | 978-3-031-55939-6 |
| ISBN (Print) | 978-3-031-55941-9 |
| Publikationsstatus | Veröffentlicht - 23 Juli 2024 |
Publikationsreihe
| Name | Trends in Mathematics |
|---|---|
| Band | 16 |
| ISSN (Print) | 2297-0215 |
| ISSN (elektronisch) | 2297-024X |
Abstract
In the focus of the observations are lesson plans developed by preservice student teachers for inquiry-oriented teaching units on school-related topics. We analyse them with regard to which generating questions q are considered or whether and to what extent initial questions can be judged to be generating. In particular, we are interested in the QA maps emanating from q and how these are used in lesson planning. Against the background of the subject-scientific learning theory we explore in some detail the impact of higher levels of codetermination and discover under the surface of an inquiry-oriented lesson planning a de-subjectivised view of learning as a central aspect of the prevailed societal determined school formation of learning processes.
ASJC Scopus Sachgebiete
- Mathematik (insg.)
- Allgemeine Mathematik
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Trends in Mathematics. Springer Science and Business Media Deutschland GmbH, 2024. S. 283-291 (Trends in Mathematics; Band 16).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Beitrag in Buch/Sammelwerk › Forschung › Peer-Review
}
TY - CHAP
T1 - About the Use of QA-Maps in the Development of Lesson Plans by Student Teachers
AU - Hochmuth, Reinhard
AU - Peters, Jana
N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024/7/23
Y1 - 2024/7/23
N2 - In the focus of the observations are lesson plans developed by preservice student teachers for inquiry-oriented teaching units on school-related topics. We analyse them with regard to which generating questions q are considered or whether and to what extent initial questions can be judged to be generating. In particular, we are interested in the QA maps emanating from q and how these are used in lesson planning. Against the background of the subject-scientific learning theory we explore in some detail the impact of higher levels of codetermination and discover under the surface of an inquiry-oriented lesson planning a de-subjectivised view of learning as a central aspect of the prevailed societal determined school formation of learning processes.
AB - In the focus of the observations are lesson plans developed by preservice student teachers for inquiry-oriented teaching units on school-related topics. We analyse them with regard to which generating questions q are considered or whether and to what extent initial questions can be judged to be generating. In particular, we are interested in the QA maps emanating from q and how these are used in lesson planning. Against the background of the subject-scientific learning theory we explore in some detail the impact of higher levels of codetermination and discover under the surface of an inquiry-oriented lesson planning a de-subjectivised view of learning as a central aspect of the prevailed societal determined school formation of learning processes.
UR - http://www.scopus.com/inward/record.url?scp=85201402568&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-55939-6_22
DO - 10.1007/978-3-031-55939-6_22
M3 - Contribution to book/anthology
AN - SCOPUS:85201402568
SN - 978-3-031-55941-9
T3 - Trends in Mathematics
SP - 283
EP - 291
BT - Trends in Mathematics
PB - Springer Science and Business Media Deutschland GmbH
ER -