Content and pedagogical content knowledge in argumentation and proof of future teachers: A Comparative case study in Germany and Hong Kong

Alexandra CORLEIS, Björn SCHWARZ, Gabriele KAISER, Kui Chiu Issic LEUNG

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

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. Copyright © 2008 FIZ Karlsruhe.
Original languageEnglish
Pages (from-to)813-832
JournalZDM
Volume40
Issue number5
DOIs
Publication statusPublished - Dec 2008

Citation

Corleis, A., Schwarz, B., Kaiser, G., & Leung, I. K. C. (2008). Content and pedagogical content knowledge in argumentation and proof of future teachers: A Comparative case study in Germany and Hong Kong. ZDM, 40(5), 813-832.

Keywords

  • Proof
  • Teacher education
  • Mathematical content knowledge
  • Pedagogical content knowledge

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