Details
| Original language | English |
|---|---|
| Title of host publication | Trends in Mathematics |
| Publisher | Springer Science and Business Media Deutschland GmbH |
| Pages | 283-291 |
| Number of pages | 9 |
| ISBN (electronic) | 978-3-031-55939-6 |
| ISBN (print) | 978-3-031-55941-9 |
| Publication status | Published - 23 Jul 2024 |
Publication series
| Name | Trends in Mathematics |
|---|---|
| Volume | 16 |
| ISSN (Print) | 2297-0215 |
| ISSN (electronic) | 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 subject areas
- Mathematics(all)
- General Mathematics
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Trends in Mathematics. Springer Science and Business Media Deutschland GmbH, 2024. p. 283-291 (Trends in Mathematics; Vol. 16).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › 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 -