Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes

Author:

Arzarello Ferdinando,Robutti Ornella,Sabena Cristina,Cusi Annalisa,Garuti Rossella,Malara Nicolina,Martignone Francesca

Publisher

Springer Netherlands

Reference52 articles.

1. Anichini, G., Arzarello, F., Ciarrapico, L., & Robutti, O. (Eds.). (2004). New mathematical standards for the school from 5 through 18 years, The curriculum of mathematics from 6 to 19 years, on behalf of UMI-CIIM, MIUR (edition for ICME 10). Bologna: UMI.

2. Antonini, S., & Martignone, F. (2011). Argumentation in exploring mathematical machines: A study on pantographs. In Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 41–48). Ankara.

3. Arzarello, F., & Bartolini Bussi, M. G. (1998). Italian trends in research in mathematics education: A national case study in the international perspective. In J. Kilpatrick & A. Sierpinska (Eds.), Mathematics education as a research domain: A search for identity (pp. 197–212). Dordrecht: Kluwer.

4. Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group (pp. 3–14). Edmonton: CMESG/GDEDM.

5. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

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