International Electronic Journal of Mathematics Education

Danish Pre-service Teachers’ Mathematical and Didactical Knowledge of Operations with Rational Numbers
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Putra ZH. Danish Pre-service Teachers’ Mathematical and Didactical Knowledge of Operations with Rational Numbers. Int Elect J Math Ed. 2020;15(1), em00553. https://doi.org/10.29333/iejme/5775
APA 6th edition
In-text citation: (Putra, 2020)
Reference: Putra, Z. H. (2020). Danish Pre-service Teachers’ Mathematical and Didactical Knowledge of Operations with Rational Numbers. International Electronic Journal of Mathematics Education, 15(1), em00553. https://doi.org/10.29333/iejme/5775
Chicago
In-text citation: (Putra, 2020)
Reference: Putra, Zetra Hainul. "Danish Pre-service Teachers’ Mathematical and Didactical Knowledge of Operations with Rational Numbers". International Electronic Journal of Mathematics Education 2020 15 no. 1 (2020): em00553. https://doi.org/10.29333/iejme/5775
Harvard
In-text citation: (Putra, 2020)
Reference: Putra, Z. H. (2020). Danish Pre-service Teachers’ Mathematical and Didactical Knowledge of Operations with Rational Numbers. International Electronic Journal of Mathematics Education, 15(1), em00553. https://doi.org/10.29333/iejme/5775
MLA
In-text citation: (Putra, 2020)
Reference: Putra, Zetra Hainul "Danish Pre-service Teachers’ Mathematical and Didactical Knowledge of Operations with Rational Numbers". International Electronic Journal of Mathematics Education, vol. 15, no. 1, 2020, em00553. https://doi.org/10.29333/iejme/5775
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Putra ZH. Danish Pre-service Teachers’ Mathematical and Didactical Knowledge of Operations with Rational Numbers. Int Elect J Math Ed. 2020;15(1):em00553. https://doi.org/10.29333/iejme/5775

Abstract

The aim of this study is to investigate Danish pre-service teachers’ (PSTs) mathematical and didactical knowledge of operations with rational numbers. This knowledge is studied through their collaborative activities to certain tasks related to the teaching of operations with rational numbers. An explicit model of the teachers’ mathematical and didactical knowledge is designed based on the anthropological theory of the didactic (ATD) and used to analyse five-groups of PSTs’ collaborative work. The findings show that the Danish PSTs prefer to use contextual or real-life situations in their teaching, but they encounter various challenges to realise general ideas in the context at hand.

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